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DEPARTMENT  OF  RESEARCH 


Freshmen  and  Seniors  in 
the  Negro  Colleges  in 
North  Carolina 


By 

ALFONSO  ELDER,  MA. 

Professor  of  Mathematics  in 
The  North  Carolina  College  for  Negroes 


Published  by 

The  North  Carolina  College  for  Negroes 

Durham,  North  Carolina 
December,  1927 


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Wl  mbersitp  of  JSortb  Carolina 


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DEPARTMENT  OF  RESEARCH 


Freshmen  and  Seniors  in 
the  Negro  Colleges  in 
North  Carolina 


By 

ALFONSO  ELDER,  M.A. 

Professor  of  Mathematics  in 
The  K[orth  Carolina  College  for  Negroes 


Published  by 

The  North  Carolina  College  for  Negroes 

Durham,  North  Carolina 
December,  1927 


\ 


ACKNOWLEDGMENTS 


It  is  a  pleasure  to  acknowledge  my  indebtedness  to  those  who 
have  helped  to  make  this  work  possible. 

I  wish  to  thank  the  administrators  of  the  various  colleges  in  the 
state  for  their  cooperation. 

I  am  doubly  indebted  to  Mr.  Arthur  P.  Davis  who  visited  the 
various  schools  largely  at  his  own  expense  and  who  was  very  pains¬ 
taking  in  collecting  and  in  interpreting  the  replies. 

I  wish  to  thank  Miss  Ethel  Sanders  who  did  most  of  the  typing ; 
Mr.  Albert  Robinson  who  gave  us  many  interesting  facts  concerning 
the  Negro  high  schools  in  the  state  of  North  Carolina;  and  Mr. 
James  T.  Taylor,  Dr.  D.  J.  Jordan,  and  Miss  Pauline  Newton  who 
very  willingly  read  the  proof  of  this  work. 

Especial  mention  should  be  made  of  Dr.  James  E.  Shepard  who 
has  made  it  possible  for  this  work  to  be  published. 

The  Editor. 


*0 

sO 


[3] 


TABLE  OF  CONTENTS 

PAGE 

Introduction  .  7 

Chapter  I:  Facts  About  Negro  Education  in  North  Carolina .  13 

Chapter  II:  The  Survey .  17 

Chapter  III:  The  Background  of  the  Students  .  21 

The  Significance  of  a  Background .  21 

Parents  Living  .  21 

Place  of  Birth  of  Parents .  23 

High  School  Training  of  Parents  .  23 

College  Training  of  Parents .  24 

Occupations  of  Parents  .  25 

Home  Ownership  .  28 

Political  Interests  of  Parents  .  30 

Brothers  and  Sisters  of  the  Students .  31 

Chapter  IY :  The  Student  in  School .  32 

Ages  .  32 

Marital  Relations  .  33 

Economic  Conditions  of  Students  .  34 

Retardation  .  ^ 

Interest  in  Work .  37 

Failures  Expected  .  38 

Occupations  Desired  by  Students  .  38 

Occupations  of  Persons  Who  Have  Influenced  the  Students .  40 

Reasons  for  Going  to  College .  42 

Chapter  V :  Opinions  of  Students  .  45 

Religious  . 

-i  47 

Moral  Standards  . 

40 

Social  Equality . 

Opinions  of  Disciplinary  Rules  .  50 

Opinions  of  Teachers .  °“J 

55 

Chapter  VI:  Forecasting.  . 

59 

Chapter  VII:  Tables . 


Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
University  of  North  Carolina  at  Chapel  Hill 


https://archive.org/details/freshmenseniorsiOOelde 


INTRODUCTION 


What  is  the  purpose  of  education?  This  question,  although  it 
has  been  greatly  stressed  in  our  century,  is  by  no  means  peculiar 
to  our  critical  age.  Some  phase  or  version  of  this  question  has  been 
the  concern  of  the  mind  of  man  since  the  time  when  man  first  began 
to  think  of  phenomena  which  did  not  directly  contribute  to  his  food¬ 
getting,  shelter-getting,  and  clothing-making  processes.  One  illus¬ 
tration  from  the  records  of  antiquity  may  illustrate  that  our  re¬ 
mote  ancestors  seemed  somehow  to  have  asked  the  same  question 
which  we  now  ask  of  higher  education.  The  story  goes:  At  one 
time  a  man  of  wealth  requested  Euclid  to  teach  him  geometry. 
After  the  man  had  learned  two  or  three  theorems  he  asked  Euclid, 
“What  shall  I  gain  by  learning  these  things?”  Euclid  smilingly 
turned  to  his  slave  and  said,  “Give  the  man  three  obolis  since  he 
must  make  gain  of  what  he  learns.” 

Again  there  were  certain  opinions  expressed  against  higher 
learning  during  the  time  of  Emerson.  This  is  shown  by  his  defence 
in  “The  American  Scholar”  in  which  he  says  that  the  “colleges 
have  their  indispensable  office,  but  they  can  best  serve  us  when  they 
aim  not  to  drill  but  to  create ;  when  they  gather  to  their  hospitable 
walls  every  ray  of  various  genius  and  there,  by  the  concentrated 
fires,  set  the  heart  of  the  youth  on  flame.” 

We,  to-day,  tend  to  ask  practically  the  same  question  that  was 
asked  of  men  in  centuries  past :  What  shall  we  gain  through  higher 
education?  It  is  indeed  a  pertinent  question,  and  age  has  in  no 
way  dulled  its  relevance. 

The  question  has  been  asked:  Does  the  college  educate?  In 
order  to  answer  this  question  it  would  be  necessary  to  agree  upon  a 
meaning  of  education.  Milton  summed  up  the  meaning  of  educa¬ 
tion  in  the  statement,  that  a  complete  and  generous  education  is 
that  which  fits  a  man  to  perform  justly,  skillfully,  and  magnani¬ 
mously  all  the  offices,  both  private  and  public,  of  peace  and  war. 
Do  the  colleges  do  this?  At  least  it  can  be  said  that  they  are  try¬ 
ing  and  that  the  various  changes  which  have  come  about  in  the 
development  of  colleges  are  only  efforts  towards  a  fulfillment  of 
this  purpose. 


[7] 


The  question  of  Administration  has  been  an  important  one  in 
the  development  of  colleges.  The  first  colleges  in  this  country  were 
established  for  the  training  of  ministers,  and  the  instructors,  them¬ 
selves  ministers,  were  the  sole  dictators  of  administrative  affairs. 
Under  this  scheme  it  would  have  been  unthinkable  to  fill  a  vacancy 
on  the  faculty  by  one  who  Avas  not  a  minister.  It  took  many  years 
for  this  type  of  college  to  give  way  to  a  type  known  as  the  laymans’ 
college,  which  was  controlled  by  a  group  of  citizens,  and  in  which 
teachers  were  employed  in  a  manner  which  was  similar  to  the 
present  practice.  The  separation  between  administration  and  in¬ 
struction  continued  to  increase  until  the  two  functions  were  com¬ 
pletely  dissociated.  The  administrative  affairs  are  now  handled  by 
an  independent  board  of  trustees  which  is  composed  largely  of  busi¬ 
ness  men.  The  selection  of  business  men  as  trustees  has  been 
largely  due  to  the  fact  that  business  men  have  been  able  to  dispose 
satisfactorily  of  the  increased  financial  burdens  which  have  been 
imposed  upon  the  institutions.  This  solution,  although  seemingly 
necessary,  is  by  no  means  a  permanent  and  satisfactory  arrange¬ 
ment,  because  as  it  may  be  easily  realized,  business  men  are  not  in 
constant  contact  with  educational  problems.  It  is  also  true  too 
often  that  the  presidents  of  colleges  are  business  men,  and  very 
likely  do  not  possess  the  prime  requisites  of  a  good  educator.  That 
is  one  side. 

In  favor  of  business  men  as  trustees  it  may  be  said  that  this 
arrangement  presents  a  more  ideal  condition  than  any  previous 
arrangement,  because  under  this  plan  the  financial  affairs  are  ade¬ 
quately  taken  care  of  by  men  who  are  competent,  and  the  instruc¬ 
tional  side  of  the  institution  is  left  entirely  to  those  who  have 
prepared  themselves  for  this  work. 

The  curricula  of  colleges  also  have  undergone  considerable 
changes.  During  the  last  twenty  years  or  more  college  teachers  and 
administrators  have  experienced  a  rude  awakening  in  that  they 
have  been  told  by  psychologists  and  educational  investigators  that 
certain  subjects  do  not  possess  the  utilitarian,  the  disciplinary,  and 
the  cultural  values  which  had  been  assigned  to  them.  This  crusade 
against  scholastic  tradition  caused  Harvard,  as  a  typical  case,  to 
offer  all  subjects  as  electives.  This  plan  led  to  no  good  result.  The 
colleges,  however,  have  not  lost  hope,  and  the  opposers  of  tradition 
have  not  ceased  to  decry  the  established  order.  The  curricula  were 


[8] 


rearranged  to  meet  certain  standard  requirements,  and  students 
were  granted  the  privilege  of  pursuing  courses  in  sequence.  This 
plan  gave  way  to  an  arrangement  by  which  students  might  select 
their  subjects  from  certain  groups  in  which  were  embodied,  sup¬ 
posedly,  all  of  the  elements  of  a  liberal  education.  Many  colleges 
now  are  attempting  to  provide  for  the  individual  differences  be¬ 
tween  students  by  permitting  exceptional  students  to  choose  a  field 
of  concentration  in  which  unusual  freedom  is  given  the  student  in 
the  pursuance  of  his  major. 

In  regard  to  discipline  problems,  attitudes  of  students,  and  per¬ 
sonal  contact  with  students  there  have  also  been  radical  changes. 
The  teachers  in  the  first  schools  were  intimately,  and  religiously 
connected  with  the  students.  Advancing  from  this  stage  there  de¬ 
veloped  on  the  part  of  the  faculty  an  attitude  that  the  students 
must  get  the  work  or  get  out.  The  students  who  were  subjected  to 
this  regime  reversely  adopted  an  opposite  plan — not  to  get  it,  and 
not  to  get  out,  but  manage  in  some  manner  to  pass  the  final  exami¬ 
nations. 

The  pendulum  has  swung  again;  teachers,  and  administrators 
have  become  increasingly  interested  in  the  students’  problems. 
Various  colleges  have  appointed  specialists  whose  chief  functions 
are  to  encourage  students,  to  gain  the  confidence  of  the  students  in 
order  that  they  might  help  them,  and  to  promote  a  better  under¬ 
standing  between  the  students  and  the  teachers.  Classes  are  being 
made  smaller  in  order  to  insure  individual  attention.  The  students 
are  correspondingly  assuming  a  different  attitude  towards  educa¬ 
tion,  and  towards  educators.  They  are  no  longer  led  to  believe  that 
teachers  are  automata,  but  they  are  encouraged  to  believe  that 
teachers  are  kindly  disposed  human  beings  who  are  interested  in 
them  as  well  as  in  the  subject  which  they  are  teaching. 

Colleges  have  therefore  grown  from  small  ministerial  institu¬ 
tions  to  great  universities  which  embrace  almost  every  type  of  learn¬ 
ing  known  to  man.  The  purpose  of  it  all  is  to  fit  the  man  to  per¬ 
form  those  duties  prescribed  by  Milton  three  hundred  years  ago. 

The  pendulum  of  educational  practice  has  been  swinging,  and 
the  Negro  colleges  have  attempted  as  best  they  could  to  swing  with 
it.  As  a  result  the  Negro  colleges  have  absorbed  certain  tendencies 
from  all  periods.  They  have  rejected  some  tendencies,  either  be¬ 
cause  the  tendencies  did  not  adhere  to  their  traditional  ideas  of 


[9] 


education,  or  because  the  practices  were  not  sufficiently  understood. 
For  instance,  there  are  Negro  colleges  that  place  the  major  empha¬ 
sis  upon  moral  principles,  and  adherence  to  disciplinary  rules 
which  are  supposedly  necessary  for  this  moral  development.  There 
are  yet  administrators  who  believe  that  a  D.D.  degree  is  better  for 
teaching  than  an  M.A.  degree.  There  are  other  Negro  colleges  that 
adhere  rigorously  to  curricula  requirements,  and  are  placing  very 
little  emphasis  upon  moral  training.  There  are  others  which  are 
attempting  to  fulfill  both  missions. 

Athletic  conditions,  due  to  increased  attendance  at  games  and 
to  overemphasis,  are  presenting  to  large  institutions  problems 
which  are  exceedingly  complex.  The  Negro  colleges  are  confronted 
with  athletic  difficulties,  but  the  difficulties  are  in  no  way  similar 
to  those  of  the  large  white  institutions.  The  difficulty  which  con¬ 
front  the  Negro  colleges  is  the  problem  of  finding  sufficient  funds 
for  the  maintenance  of  a  representative  department  of  physical 
education. 

The  Negro  colleges  in  North  Carolina  are  not  exceptions, 
although  the  standardization  efforts  on  the  part  of  the  state  have 
greatly  decreased  deviations  in  curricula  requirements.  It  should 
be  said  that  the  Negro  colleges  are  seriously  handicapped  in  their 
efforts  to  maintain  the  standards  set  by  the  white  colleges:  first, 
because  the  appropriations  necessary  for  equipment  similar  to  that 
of  the  white  colleges  are  not  secured,  and  second,  because  the  sala¬ 
ries  of  the  teachers  are  not  large  enough  for  the  teachers  to  do 
special  work  in  the  larger  institutions. 

The  universality  of  the  meagerness  of  appropriations  for  Negro 
schools  begets  poorly  trained  teachers  who  are  to  teach  students 
poorly.  The  students  in  turn  become  poorly  trained  teachers  and 
so  on. 

These  questions  of  the  validity  of  education,  of  administration, 
of  instruction,  and  of  ideals  are  indeed  pertinent,  and  the  solutions 
are  neither  immediate  nor  entirely  apparent.  It  is  questionable 
whether  any  one  institution  is  maintaining  the  proper  balance  be¬ 
tween  the  emphasis  which  should  be  placed  upon  book  learning, 
and  upon  character  development.  It  is  doubtful  whether  any  one 
knows  the  absolute  value  of  a  college  education.  However,  there 
must  be  good  reasons  why  600,000  people  in  America  alone  are  in 


[10] 


institutions  of  higher  learning.  If  these  are  questions,  and  most 
assuredly  these  are,  they  should  be  met  fairly  and  it  is  the  inviola¬ 
ble  duty  of  every  institution  of  higher  learning  to  investigate  its 
“raison  d’etre,”  and  then  try  to  determine  what  subject  matter 
is  indispensable  for  culture  and  for  utility. 

Alfonso  Elder. 


[HI 


CHAPTER  I 


FACTS  ABOUT  NEGRO  EDUCATION  IN  NORTH  CAROLINA 

In  recent  years  the  state  of  North  Carolina  has  made  tremen¬ 
dous  strides  in  education.  Of  all  the  states  possessing  dual  systems 
of  public  education  it  is  admittedly  the  most  progressive.  The  edu¬ 
cators  in  the  state  have  so  interested  themselves  in  Negro  education 
that  it  is  now  said  that  North  Carolina  no  longer  has  a  Negro 
problem  but  a  Negro  program. 

One  must  remember,  however,  that  educational  progress  is 
always  relative  and  the  progress  made  by  North  Carolina  may  be 
considered  positive  only  upon  the  condition  that  the  increase  in 
educational  facilities  has  surpassed  the  increase  in  the  population, 
and  revenue  of  the  state.  In  addition  one  must  take  into  account 
the  progress  made  by  other  states.  All  of  these  things  must  be 
considered  thoroughly  before  one  can  safely  comment  upon  the 
progress  made  by  North  Carolina  in  the  field  of  education,  and 
particularly  in  the  field  of  Negro  education. 

This  is  a  question  which  can  not  be  settled  here.  What  we  can 
say,  however,  is  that  relatively  the  state  is  doing  more  for  Negro 
education  than  it  did  ten  years  ago. 

^  The  enrollment  in  the  Negro  high  schools  has  increased  con¬ 
siderably  in  the  last  few  years.  From  1923  to  1927  the  enrollment 
in  the  Negro  high  schools  has  increased  from  7367  to  12,500.  The 
number  of  high  school  graduates  has  increased  from  861  in  1924  to 
1627  in  1927.  In  June  1928  approximately  1900  pupils  will  gradu¬ 
ate  from  the  Negro  high  schools  in  this  state. 

There  are  at  present  800,000  Negroes  in  the  state  of  North 
Carolina;  approximately  250,000  are  in  the  elementary  schools; 
12,500  are  in  the  high  schools ;  1,200  to  1,500  are  in  colleges ;  and 
approximately  109  will  graduate  in  June  from  colleges  in  this  state. 

The  proportion  in  this  state  between  the  number  of  Negroes  in 
college  and  the  total  number  of  Negroes  is  decidedly  lower  than  the 
proportion  in  America  of  the  number  of  students  in  college  to  the 
total  population  of  this  country.  There  are  practically  600,000 
students  in  institutions  of  higher  learning  in  America.  If  this 


[13] 


number  is  compared  with  the  total  number  of  persons  in  America 
(115  million)  it  will  be  found  that  approximately  one  person  in 
every  group  of  191  persons  is  in  college.  If  a  similar  comparison 
is  made  between  the  number  of  Negroes  in  the  state  of  North  Caro¬ 
lina  and  the  number  of  Negroes  of  North  Carolina  who  are  in  col¬ 
leges  it  will  be  found  that  approximately  one  Negro  in  every  group 
of  509  North  Carolina  Negroes  is  in  an  institution  of  higher  learn¬ 
ing. 

CHART  X 


Yearly  Growth  in  High  School 
Enrollment 


IJooo  • 
5  izooo  . 


1  1000 

IOOOO 

9000 

v> 

8000 

c 

* 

7000 

6000 

«o 

sooo 

4000 

to 

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-0 

2.000 

1000 

0 


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00 

w 

1 

1 

• 

M 

i 

y 

7 

N> 

fc* 

'V 

* 

N 

<5> 

6> 

ft 

ft 

Years 


Yet  one  often  hears  the  assertion  that  too  many  Negroes  are  go¬ 
ing  to  college.  After  all  who  knows  just  what  per  cent  of  the  people 
should  go  to  college?  This  assertion  is  often  made  as  a  statement 
of  fact  and  a  substantiation  is  attempted  on  the  basis  of  the  as¬ 
sumptions  :  first,  that  if  most  of  the  Negroes  go  to  college  there  will 
not  be  left  a  sufficient  number  of  Negroes  to  supply  the  demand  for 
skilled  and  unskilled  labor ;  second,  that  there  will  not  be  enough 


[14] 


CHART  U 


rKss  /delations  of  the  Students 
to  the  People 

1928 


Hundred  G  of  Persons 

A ~The  entire  rectangle  QX  10  rep  — 
resents  the  totil  number  op 
Negroes  in  hJorth  Ca.ro/in  & 

B~The  number  in  elem en~t ar_j  schools. 

C~The  11  umber-  i  n  high  schools. 

D  'The  rturnier  in  colleges. 

jobs  for  the  college  graduates.  The  latter  reason  will  be  discussed 
later  under  Forecasting,  but  the  following  estimations  will  be  suf¬ 
ficient  to  contradict  the  first  point,  that  there  will  not  be  enough 

Negroes  to  constitute  the  laboring  class  : 

[  15  ] 


In  1917,  63,000  sudents  were  in  the  first  grade. 

In  1924,  4,221  of  these  graduated  from  the  seventh  grade. 

In  1928,  1,900  will  graduate  from  high  school. 

In  1928,  968  will  enter  college. 

In  1932,  494  will  graduate  from  college. 

This  fact  alone,  that  only  494  of  the  63,000  children  who  enter 
the  first  grade  wull  probably  graduate  from  college,  is  sufficient  to 
show  to  those  who  believe  in  the  importance  of  the  laboring  class 
that  the  laboring  class  will  not  be  neglected,  if  such  be  one  of  the 
chief  functions  of  the  Negro  race. 

The  enrollment  in  the  colleges  in  this  state  has  increased  with 
greater  rapidity  than  the  enrollment  in  the  high  schools.  During 
the  school  year  of  1923-24  approximately  208  students  entered  the 
freshman  classes  in  six  colleges  in  this  state.  In  September  1927  a 
total  of  405  students  entered  the  freshman  college  classes  in  seven 
colleges  in  this  state.  In  1923-24  there  were  7367  pupils  enrolled 
in  the  Negro  high  schools  in  this  state  and  in  1927  the  total  enroll¬ 
ment  in  the  Negro  high  schools  was  12,500. 


[16] 


CHAPTER  II 


THE  SURVEY 

With  the  recent  great  increase  in  attendance  at  Negro  colleges, 
and  with  the  subsequent  great  interest  in  Negro  education  which 
has  come  about  in  the  last  few  years,  there  has  come  a  host  of  rather 
disturbing  problems  relative  to  Negro  education  in  the  state.  This 
survey  is  an  attempt  to  throw  some  light,  or  rather  to  give  some 
insight  into  these  perplexing  questions. 

The  purpose  of  this  study  was  threefold :  first,  to  promote  a 
better  understanding  of  the  students  who  are  entering  the  Negro 
colleges  in  the  state  of  North  Carolina  through  an  investigation  of 
various  factors  which  have  contributed  to  the  students’  develop¬ 
ment  ;  second,  to  contrast  the  results  or  conclusions  obtained  from 
the  freshman  group  with  those  of  the  senior  group,  and  thereby  try 
to  determine  in  some  small  measure,  (a)  the  effect  which  four  years 
of  college  training  has  produced,  and  (b)  the  difference  between 
the  character  of  the  students  who  are  entering  now  and  those  who 
entered  four  years  ago ;  third  and  perhaps  the  most  important,  to 
encourage  in  the  Negro  colleges  subsequent  investigations  in  edu¬ 
cational  affairs  so  that  the  institutions  may  come  themselves  to 
know  the  problems  which  are  facing  them  and  through  this  knowl¬ 
edge  take  steps  to  solve  them,  thereby  serving  more  efficiently  the 
race  and  the  commonwealth. 

It  was  not  intended  especially  in  this  study  to  theorize  on  con¬ 
clusions  resulting  from  the  comparisons  between  the  data  of  the 
freshmen  and  those  of  the  seniors,  because  it  is  realized  that,  at 
best,  scientific  conclusions  are  tentative,  and  that  the  results  of  the 
students  who  are  now  freshmen  would  have  to  be  compared  with 
the  results  obtained  from  the  same  students  in  their  senior  year  if 
the  conclusions  are  to  approach  the  degree  of  accuracy  desired. 
However,  the  facts  were  found  to  differ  sufficiently  for  earnest 
consideration  and  unquestionably  furnish  a  sound  basis  for  action. 

When  the  survey  was  planned  it  was  definitely  understood  that 
the  present  freshmen  would  be  investigated  similarly  in  four  years 
from  the  time  of  the  present  inquiry.  It  was  also  understood  that 


[17] 


the  present  senior  students  would  be  investigated  four  years  hence 
in  order  to  compare  the  students’  attitudes,  and  ideals  while  they  are 
in  school  with  the  attitudes  and  ideals  of  the  same  students  after 
they  have  had  some  experience  in  meeting  the  problems  of  life. 

The  questions  which  were  asked  of  the  freshmen  were  answered 
anonymously  in  order  to  secure  the  most  accurate  opinions,  and  to 
remove  all  fear  of  consequences  which  might  accrue  from  certain 
types  of  answers. 

It  is  hoped  that  the  comparisons  between  the  answer  of  the 
seniors  and  the  future  answers  of  the  same  students  in  four  years 
will  definitely  point  out  to  the  colleges  that  certain  tendencies  are 
almost  universal ;  that  colleges  must  concentrate  on  certain  phases 
of  their  work,  and  finally  should  eliminate  other  types  of  training 
if  they  are  to  prepare  adequately  the  student  for  a  useful  life  and  a 
nobler  leisure.  Finally,  it  should  be  understood  that  it  is  not 
claimed  that  within  the  bounds  of  this  study  lie  all  the  facts  rela¬ 
tive  to  the  discussion,  but  it  is  hoped  that  the  study  will  be  con¬ 
sidered  as  merely  a  straw  cast  into  the  breeze  to  see  which  way  the 
wind  is  blowing. 

Table  I  presents  the  distribution  of  the  students  investigated. 
Only  students  who  are  pursuing  a  liberal  arts  course  were  investi¬ 
gated. 

The  Questionnaire 

Social 

Sex . Age . Are  you  married? . 

At  what  age  do  you  expect  to  marry? .  Have  you  decided  upon 

the  person  you  hope  to  marry? . 

Training 

Present  classification  . 

Number  of  brothers  above  17  years  of  age . 

Number  of  brothers  in  college . 

Number  of  brothers  who  are  college  graduates . . . 

Number  of  sisters  above  17  years  of  age . 

Number  of  sisters  in  college . 

Number  of  sisters  who  are  college  graduates . 

Number  of  school  years  lost  while  attending  college . 

Number  of  school  years  lost  while  attending  high  school . 

Give  reason  for  loss  of  time  in  college . 

Give  reason  for  loss  of  time  in  high  school . 


[18] 


Parents 


Mother 

Living  or  deceased? . 

Occupation?  . . 

Where  born?  . 

High  school  graduate? 

College  graduate?  . 

What  college?  . 


Father 

Living  or  deceased  ? . 

Occupation?  . 

Where  born?  . 

High  school  graduate?  . 

College  graduate?  . 

What  college?  . 

Economic 

Are  you  self  supporting? . 

Relation  of  person  responsible  for  your  bills? . 

Did  you  work  last  summer? .  How  much  did  you  save? . 

Does  your  father  or  guardian  own  his  own  home? . 

Number  of  rooms? . 

Ambition 

What  occupation  has  the  strongest  appeal  for  you? . 

Are  you  taking  courses  necessary  for  this  work? . 

If  not,  why  not? . . 

Name  of  person  who  has  had  the  greatest  influence  on  your  life? . 

.  Occupation? . . 

Do  you  expect  to  graduate  from  college? . 

Do  you  desire  to  live  in  North  Carolina  after  graduation? . 

Religious 

Do  religious  services  interest  you? .  Are  you  a  member  of 

any  church? . What  denomination? . 

Do  your  parents  attend  church  regularly? . Do  you  feel  that 

“religion”  is  absolutely  necessary  in  your  life? . 

Do  you  belong  to  the  Y.  M.  C.  A.  or  the  Y.  W.  C.  A.? . 

Political 

Do  your  parents  discuss  voting  at  home? . 

Do  they  vote? . 

Opinion 

What  does  the  term  “social  equality”  mean  to  you? . 

It  is  necessary  for  the  Negro? . 

Should  women  have  the  same  moral  standard  now  accepted  for  men? 
.  Wiry  have  you  come  to  college? . 

Why  did  you  select  this  college? . 

Underline  the  one  which  expresses  your  opinion  of  the  present  college  rules : 
The  present  disciplinary  rules  of  this  college  are  (necessary  for  the  stu¬ 
dents’  best  development);  (too  loose);  (improperly  administered); 

(  )• 


[19] 


On  a  whole  do  you  believe  that  your  teachers  are  good  examples  of  man¬ 
hood  and  womanhood? 

Your  male  teachers? . (answer  yes  or  no) 

Your  female  teachers? . (answer  yes  or  no) 


Table  1 


Cases  Considered 


FRESHMEN 

Male 

Female 

Total 

A.  and  T.  College . 

.  46 

46 

Bennett  College  . 

33 

33 

Johnson  C.  Smith  University . 

.  78 

78 

Kittrell  College  . 

.  6 

12 

18 

Livingstone  College  . 

.  22 

16 

38 

North  Carolina  College  for  Negroes  . 

.  29 

31 

60 

Shaw  University  . 

.  35 

52 

87 

Total  . 

.  216 

144 

360 

SENIORS 

Male 

Female 

Total 

A.  and  T.  College . 

.  9 

9 

Johnson  C.  Smith  University  . 

.  30 

30 

Kittrell  College  . 

.  4 

3 

7 

Livingstone  College  . 

.  13 

3 

16 

Shaw  University . . 

.  19 

28 

47 

Total  . . 

.  75 

34 

109 

Grand  Total . 

. (291) 

(178) 

(469) 

[20] 


CHAPTER  III 


BACKGROUND  OF  STUDENTS 
The  Significance  of  a  Background 

No  one  can  say  definitely  that  the  predominant  characteristics 
of  children  are  reversions  to  ancestral  states,  and  on  the  other  hand 
no  one  is  sure  that  environment  adequately  explains  their  intel¬ 
lectual  lives.  It  may  be  said  with  a  certainty  that  both  factors  are 
tremendously  important,  and  that  educators  should  not  fail  to  take 
cognizance  of  these  factors  in  the  educational  guidance  of  the 
youth.  It  is  especially  true  that  the  background  of  the  Negro  youth 
does  not  wholly  determine  the  intellectual  life  of  the  young  Negro, 
because  the  advantages  of  the  present  young  Negro  are  decidedly 
superior  to  those  had  by  his  parents  during  the  early  years  of  their 
lives.  It  is  also  true  that  Negroes  in  certain  communities  in  this 
state  have  not  had  the  economic,  and  cultural  advantages  which 
have  been  enjoyed  by  Negroes  in  certain  other  communities.  While 
it  will  not  be  attempted  by  means  of  the  following  results  to  de¬ 
termine  the  possibilities  of  the  Negro  on  the  basis  of  his  ancestors, 
it  will  be  attempted  to  place  at  the  disposal  of  earnest  educators 
sufficient  facts  for  their  reflection,  and  to  point  out  the  necessity 
for  further  investigation  along  the  several  lines.  It  is  important 
to  know  the  various  types  of  students  in  colleges,  to  know  what 
their  preparation  is,  to  know  what  their  parents  are,  and  to  under¬ 
stand  the  nature  of  their  ambitions,  and  opinions. 

Before  going  further  it  should  be  said  that  one  of  the  most  im¬ 
portant  achievements  of  the  Negro  and  the  one  least  thought  of 
when  Negro  achievement  is  mentioned  is  the  establishment,  and 
maintenance  of  a  permanent  family  life.  In  the  short  interval 
from  the  time  when  sexual  promiscuity  and  exploitation  were  pre¬ 
valent,  the  Negro,  corresponding  to  other  cultural  people,  has  estab¬ 
lished  a  family  life  with  traditions  to  uphold  which  are  as  lofty, 
and  as  ideal  as  those  maintained  by  any  other  group  of  people. 

Parents  Living 

Of  the  938  parents  of  the  469  freshmen,  and  seniors  investi¬ 
gated,  720  are  living.  This  means  approximately  that  there  are 


eight  living  fathers  and  mothers  to  every  group  of  ten  parents  of 
the  freshmen.  A  similar  comparison  between  the  living  parents  of 
the  seniors,  and  the  total  number  of  parents  reveals  a  ratio  which 
approximates  7  to  10. 

Comparisons  between  the  number  of  living  fathers  and  living 
mothers  show  considerable  variations.  There  are  38  more  mothers 
of  the  freshmen  living  than  fathers.  This  predominance  in  the 
freshman  group  of  the  number  of  living  mothers  over  the  number 
of  living  fathers  is  exactly  opposite  the  results  of  the  senior  par¬ 
ents.  Among  the  parents  of  the  seniors  it  was  found  that  4  more 
fathers  of  the  seniors  are  living  than  mothers.  While  the  results 
show  that  a  greater  per  cent  of  the  parents  of  the  freshmen  are 
living  than  the  parents  of  the  seniors,  it  is  to  be  noted  that  51  per 
cent  of  the  living  parents  of  the  seniors  are  fathers,  and  that  only 
46  per  cent  of  the  living  parents  of  the  freshmen  are  fathers.  Two 
major  causes  may  be  cited  as  reasons  for  the  above  variations  :  first, 
the  number  of  living  fathers  of  the  freshmen  is  less  than  the  num¬ 
ber  of  living  mothers,  because  the  occupations  of  the  men  are  such 
that  would  cause  them  to  be  exposed  more  frequently ;  second,  the 
nearly  equal  number  of  living  fathers,  and  mothers  of  the  seniors 
is  probably  above  normal,  and  doubtless  indicates  that  a  father’s 
support  is  an  important  factor  in  a  student’s  school  attendance. 

Table  2 

Parents  Living 


PARENTS  OF  FRESHMEN 

Fathers 

Living 

Mothers 

Living 

Total 

Male  Students  . 

...  156 

183 

339 

Female  Students  . 

. ..  110 

121 

231 

Total . 

. .  266 

304 

570 

Total  cases  considered:  360  fathers,  360  mothers. 

Table  3 

Parents  Living 

PARENTS  OF  SENIORS 

Fathers 

Living 

Mothers 

Living 

Total 

Male  Students  . 

...  52 

51 

103 

Female  Students . 

...  25 

22 

47 

Total  . 

...  77 

73 

150 

Total  cases  considered:  109  mothers,  and  109  fathers. 


[22] 


Place  of  Birth 

Of  the  938  parents  of  the  students  investigated,  555  were  born 
in  North  Carolina,  i.e.  sixty-one  percent  of  the  parents  of  the 
freshmen  were  born  in  North  Carolina.  On  the  other  hand  only  51 
percent  of  the  parents  of  the  seniors  were  born  in  this  state.  Prom 
the  results  presented  in  Tables  4,  and  5  it  may  be  easily  seen  in 

each  group  that  more  mothers  were  born  in  North  Carolina  than 
fathers. 


Table  4 

Parents  Born  in  North  Carolina 
FRESHMEN 


Parents  of — 

Fathers 

Mothers 

Total 

Male  Students  . 

oa  n 

Female  Students  . 

JL  uO 

1  09 

909 

Total . 

JL  \Ju 

227 

Li  VjLi 

443 

Total  cases  considered:  360  mothers,  and  360  fathers. 


Table  5 

Parents  Born  in  North  Carolina 
SENIORS 


Parents  of — 

Fathers 

Mothers 

Total 

Male  Students  . 

36 

72 

Female  Students  . 

21 

40 

Total . 

57 

112 

Total  cases  considered:  109  fathers,  and  109  mothers. 

High  School  Training  of  Parents 

A  greater  proportion  of  the  parents  of  the  freshmen  are  high 
school  graduates  than  the  parents  of  the  seniors.  Of  720  parents 
of  the  freshmen,  310  or  43  per  cent  are  high  school  graduates.  Of 
218  parents  of  the  seniors  only  87  or  39  per  cent  are  high  school 
graduates. 

There  are  noticeable  variations  between  the  amount  of  schooling 
which  the  parents  of  the  girls  have  received  and  the  amount  which 
the  parents  of  the  boys  have  received.  Between  one  and  two  per 
cent  more  parents  of  the  freshmen  girls  have  graduated  from  high 
school  than  the  parents  of  the  freshmen  boys.  In  the  senior  group, 
15  per  cent  more  of  the  parents  of  the  girls  are  high  school  gradu¬ 
ates  than  the  parents  of  the  boys. 


[23] 


Table  6 

High  School  Training  of  Parents 
FRESHMEN 


»*-’  Fathers 

•>-'  H.  S.  Grad. 

Mothers 

H.  S.  Grad. 

Total 

Male  Students  . . . . 

.  81 

102 

183 

Female  Students  .  . . 

.  59 

68 

127 

Total . 

.  140 

170 

310 

Total  cases  considered:  360  mothers,  and  360  fathers. 

Table  7 

High  School  Training  of  Parents 

SENIORS 

Fathers 
H.  S.  Grad. 

Mothers 

H.  S.  Grad. 

Total 

Male  Students . 

.  28 

26 

54 

Female  Students  . . 

.  17 

16 

33 

Total . 

.  45 

42 

87 

1  Total  cases  considered:  109  fathers,  and  109  mothers. 

College  Training  of  Parents 

Only  a  very  few  of  the  parents  of  the  students  investigated  are 
college  graduates.  Of  the  720  fathers  and  mothers  of  the  fresh¬ 
men,  83  are  college  graduates.  Of  the  218  parents  of  the  seniors 
investigated,  23  are  college  graduates.  Fifty-one  per  cent  of  the 
parents  of  the  freshmen  who  are  college  graduates,  and  69  per  cent 
of  the  parents  of  the  seniors  who  are  college  graduates  received 
their  college  training  in  North  Carolina  colleges. 

While,  from  preceding  data,  it  has  been  shown  that  more 
mothers  are  high  school  graduates  than  fathers,  the  facts  concern¬ 
ing  college  graduation  reveal  opposite  tendencies.  The  fathers  con¬ 
stitute  66  per  cent  of  the  parents  of  the  freshmen  who  are  college 
graduates,  and  91  per  cent  of  the  parents  of  the  seniors  who  are 
college  graduates.  From  these  results  it  is  evident  that  more 
women  go  to  high  school  than  men,  but  more  men  tend  towards  a 
higher  education  than  women.  These  conditions  are  not  unex¬ 
pected  and  will  continue,  because  at  the  present  time  there  are  in 
this  state  more  men  in  college  than  women. 

There  is  not  a  great  difference  between  the  per  cent  of  the  par¬ 
ents  of  the  boys  who  are  college  graduates  and  the  per  cent  of  the 
parents  of  the  girls  who  are  college  graduates.  Among  the  parents 


[24] 


of  the  freshmen  there  are  2  per  cent  more  parents  of  the  boys  who 
are  college  graduates  than  the  parents  of  the  girls.  Among  the 
seniors  the  per  cents  are  equal. 

Table  8 

Parents  Who  Are  College  Graduates 
FRESHMEN 

Parents  of — 


Male  Students  . 

Fathers 

Mothers 

1 Q 

Total 

Female  Students  . 

9 

04: 

9Q 

LJ 

Total . 

28 

83 

Total  cases  considered:  720  fathers,  and  mothers. 


Table  9 

Parents  Who  Are  College  Graduates 
SENIORS 


Male  Students . 

Fathers 

Mothers 

2 

Total 

16 

Female  Students  . 

0 

7 

Total . 

2 

23 

Total  cases  considered: 

218  mothers,  and  fathers. 

Occupations  of  Parents 

The  occupations  of  the  fathers  of  the  freshmen  are  distributed 
over  54  different  lines  of  work.  There  are  24  occupations  such  as 
carpentry,  masonry,  and  mechanics  for  which  schools  offer  training 
and  which  may  be  classified  as  skilled  occupations.  There  are,  how¬ 
ever,  only  5  occupations  such  as  teaching,  and  the  practice  of 
medicine  of  the  54  for  which  academic  training  is  essential.  It  was 
found  concerning  the  occupations  of  the  fathers  of  the  freshmen, 
that  16  per  cent  are  farmers;  that  14  per  cent  are  ministers;  and 
that  11  per  cent  are  laborers.  Table  12  presents  a  relative  distribu¬ 
tion  of  the  major  occupations  of  the  fathers  of  the  freshmen. 


Table  12 

Occupations  of  the  Fathers  of  the  Freshmen 


Occupation 

Number 

Fnrmprs  . 

.  53 

IVTi  ni  stpr<a  . 

.  44 

T.nhnrprs  . 

.  36 

Carpenters  . 

.  19 

[25] 


Teachers  .  16 

Brick  Masons  .  14 

Barbers  .  12 

Contractors  .  12 

Doctors  .  8 

Mechanics  .  8 

Others  below*  .  6 


If  the  proportions  of  the  Negroes  engaged  in  various  occupations 
without  regard  to  education  is  compared  with  the  results  of  Table 
12,  it  will  be  seen  that  the  deductions  are  not  what  they  might 
appear  upon  casual  reflection.  It  should  not  be  concluded  that  the 
farmers  are  sending  their  children  to  college  in  greater  proportions 
than  any  other  group,  because  it  is  unquestionably  true  that  there 
are  decidedly  more  Negroes  engaged  in  farming  than  there  are 
Negroes  engaged  in  any  other  line  of  work.  It  may  justly  be  con¬ 
cluded  that  the  number  of  farmers  certainly  exceed  the  number  of 
ministers  by  a  per  cent  which  is  greater  than  2,  although  this  is 
the  result  obtained  from  the  facts  in  Table  12.  If  this  is  true  then 
a  greater  proportion  of  the  ministers  are  sending  their  children  to 
college  than  the  proportion  of  the  farmers.  It  is  also  true  that  the 
number  of  laborers  among  the  Negroes  in  North  Carolina  is  second 
to  the  number  of  farmers.  This  accounts  for  the  relatively  high 
position  of  the  laboring  class  in  Table  12.  The  teachers  constitute 
about  5  per  cent  of  the  fathers  of  the  freshmen.  When  it  is  con¬ 
sidered  that  less  than  2  per  cent  of  all  the  Negroes  in  North  Caro¬ 
lina  are  teachers  it  will  be  evident  that  a  greater  per  cent  of  the 
teachers  are  sending  their  children  to  college  than  the  average 
group.  A  similar  conclusion  is  reached  for  the  medical  doctors  and 
dentists,  because  the  doctors  and  dentists  constitute  approximately 
.02  of  one  per  cent  of  the  Negro  population  of  North  Carolina.  The 
results  of  the  study  show  that  2  per  cent  of  the  fathers  of  the 
freshmen  are  medical  doctors. 

The  occupations  of  the  mothers  are  not  distributed  over  a  range 
of  activities  as  wide  as  the  range  of  the  occupations  of  the  fathers. 
The  mothers  of  the  freshmen  are  engaged  in  18  different  occupa¬ 
tions.  Of  243  replies  there  were  85  which  indicated  that  the  mother 
was  not  engaged  in  work  outside  the  home.  The  mothers  of  the 
freshmen  are  engagd  in  only  4  skilled  occupations,  and  there  is  only 

*  Table  43  presents  a  complete  array  of  the  occupations. 

[26] 


one  occupation  of  all  the  activities  of  the  mothers  of  the  freshmen 
for  which  academic  training  is  essential.  That  occupation  is  teach¬ 
ing.  Twenty-four  per  cent  of  the  mothers  of  the  freshmen  are 
teachers. 

Table  13  presents  a  distribution  of  the  major  occupations  of  the 
mothers  of  the  freshmen. 

Table  13 

Occupations  of  the  Mothers  of  Freshmen 


Teachers  .  60 

Seamstresses  .  33 

Farmers  .  18 

Servants  .  13 

Hair  Dressers  .  6 

Others  below  4*  - 

Total  .  243* 


The  relative  distribution  of  the  occupations  of  the  parents  of 
the  seniors  vary  from  the  distribution  of  the  occupations  of  the 
parents  of  the  freshmen.  Ministers  occupy  the  first  place  in  the 
distribution  of  the  occupations  of  the  fathers  of  the  seniors.  This 
fact  suggests  that  the  children  of  ministers  remain  in  school  much 
longer  than  the  children  of  either  laborers  or  farmers.  While  it 
was  found  that  16  of  the  fathers  of  the  seniors  are  ministers  it  was 
also  found  that  13  of  the  16  fathers  who  are  ministers  are  fathers 
of  male  students. 

If  the  occupations  of  the  fathers  of  the  seniors  are  compared 
with  the  occupations  of  the  fathers  of  the  freshmen,  it  will  be  found 
that  the  fathers  of  the  freshmen  are  engaged  in  33  more  different 
occupations  than  the  fathers  of  the  seniors.  It  will  also  be  seen 
that  the  fathers  of  the  freshmen  are  engaged  in  9  more  skilled  occu¬ 
pations  than  the  fathers  of  the  seniors.  These  particular  com¬ 
parisons,  while  they  show  considerable  variations,  do  not  con¬ 
clusively  show  class  differences,  because  of  the  numerical  inequality 
of  the  two  groups. 

The  occupations  of  the  fathers  of  the  seniors  are  distributed 
among  21  different  occupations.  Thirteen  of  these  occupations  are 
skilled  occupations,  and  there  are  only  2  occupations  which  require 
academic  training.  The  major  occupations  of  the  fathers  of  the 
seniors  are  presented  in  Table  14. 

*  Table  number  43  presents  the  complete  array. 

[27] 


Table  14 

Occupations  of  the  Fathers  of  the  Seniors 

Occupation 

Ministers  . 

Farmers  . 

Laborers  . 

Doctors  . 

Barbers  . 

Merchants  . 

Others  below  2* 

Total . 


Number 

16 

12 

7 

6 

4 

4 


72 


The  mothers  of  the  seniors  are  engaged  in  11  different  occupa¬ 
tions.  Seven  occupations  of  this  number  are  occupations  for  which 
school  training  may  be  received,  and  there  are  2  occupations  among 
the  11  for  which  academic  training  is  necessary. 

Thirty-seven  per  cent  of  the  mothers  of  the  seniors  are  not  en¬ 
gaged  in  work  outside  their  homes.  This  per  cent  of  the  mothers 
of  the  seniors  who  remain  at  home  is  2  per  cent  greater  than  the 
per  cent  of  the  mothers  of  the  freshmen  who  remain  at  home. 


Table  15 

Distribution  of  the  Major  Occupations  of  the  Mothers  of  the  Seniors 


Occupation  Number 

Teaching  .  9 

Dress  Making .  7 

Business .  3 

Farming  .  2 

Nursing  .  2 

Serving  .  2 

Others  below  2*  - 

Total .  45 


Home  Ownership 

A  greater  percentage  of  the  parents  of  the  seniors  own  their 
homes  than  the  parents  of  the  freshmen.  Of  360  freshmen  replies, 
319  indicated  that  their  parents  owned  their  homes.  This  means 
that  only  11  per  cent  of  the  parents  of  the  freshmen  do  not  own 
their  homes.  Of  the  109  replies  of  the  seniors,  98  replies  or  89  per 
cent  indicated  that  the  parents  own  their  homes. 

It  was  found  that  the  parents  of  the  seniors  who  own  their 
homes  live  in  larger  houses  than  a  similar  group  of  the  parents  of 
the  freshmen.  The  average  number  of  rooms  occupied  by  the  par¬ 
ents  of  the  freshmen  home  owners  is  between  7  and  8  and  the 


*  See  Table  number  44. 


[28] 


average  number  of  rooms  occupied  by  the  parents  of  the  seniors 
who  own  their  homes  is  between  8  and  9. 

Interesting  results  were  obtained  by  comparing  the  number  of 
the  boys’  parents  who  own  their  homes  with  the  number  of  girls’ 
parents  who  are  home  owners. 

The  comparisons  showed  that  10  per  cent  more  of  the  parents 
of  the  freshman  girls  own  their  homes  than  the  parents  of  the 
freshman  boys.  An  opposite  result  was  obtained  in  the  senior 
group,  for  it  was  found  that  one  per  cent  more  of  the  parents  of 
the  boys  owned  their  homes  than  the  parents  of  the  girls.  It  is 
interesting  also  to  note  that  the  average  number  of  rooms  in  the 
homes  occupied  by  the  parents  of  the  girls  is  slightly  greater  than 
the  average  for  the  parents  of  the  boys. 

These  results  suggest  that  the  parents  of  the  senior  students  are 
in  better  circumstances  than  the  parents  of  the  freshmen,  and  that 
the  girls  in  college  are  from  families  which  are  more  independent 
economically  than  the  boys.  While  it  may  be  stated  without  con¬ 
tradiction  that  there  is  a  direct  proportion  between  home  ownership 
and  the  tendency  to  educate  children,  we  may  also  conclude  that 
there  is  a  direct  relation  between  home  ownership  and  the  number 
of  rooms  occupied.  The  investigation  showed  that  the  average 
number  of  rooms  occupied  by  parents  of  the  freshmen  who  do  not 


own  their  homes  is  6. 

Table  16 

Home  Ownership 
FRESHMEN 

Cases 

Owns 

Number  of 

considered 

Homes 

Rooms 

Boys’  Parents  . 

.  216 

185 

1,232 

Girls  ’  Parents  . 

.  144 

134 

1,016 

Total . 

.  360 

319 

2,248 

Table  17 

Home  Ownership 

SENIORS 

Cases 

Owns 

Number  of 

considered 

Homes 

Rooms 

Boys’  Parents . 

.  75 

67 

497 

Girls  ’  Parents  . 

.  34 

31 

269 

Total . 

.  109 

98 

766 

It  can  hardly  be 

Political  Interests  of  Parents 
said  that  the  number  of 

voters 

among  the 

Negroes  is  a  measure 

of  the  intelligence  of  the  group, 

because  the 

[29] 

conditions  militating  against  the  Negro  voter  are  not  the  same  as 
those  operating  against  voters  in  other  groups.  It  can  be  safely 
said,  however,  that  a  group  of  Negroes  which  discusses  political 
situations  and  conditions  affecting  general  civil  improvement,  is 
more  intelligent  than  a  group  which  does  not  discuss  similar 
problems. 

It  was  found  that  decidedly  more  interest  is  manifested  in 
political  situations  by  the  Negroes  in  North  Carolina  than  the  re¬ 
sults  of  the  polls  would  indicate.  Of  338  freshmen  replies,  277 
replied  that  their  parents  frequently  discuss  political  situations. 
Of  the  same  338  replies  there  were  only  196  students  who  remem¬ 
bered  that  their  parents  had  taken  an  active  interest  in  voting. 
These  results  indicate  that  81  per  cent  of  the  parents  of  the  fresh¬ 
men  are  interested  in  politics  and  that  57  per  cent  vote.  The  per 
cent  of  the  parents  of  the  freshmen  who  vote  is  6  per  cent  higher 
than  the  computed  per  cent  of  the  eligible  voters  in  the  United 
States  who  vote.  Among  the  parents  of  the  seniors  it  was  found 
that  78  per  cent  are  interested  in  politics  and  that  54  per  cent  of 
them  vote.  A  greater  proportion  of  the  parents  of  the  freshmen 
discuss  political  situations  and  vote  than  the  parents  of  the  seniors, 
these  per  cents  indicate  that  the  parents  of  the  freshmen  have  a 
more  constructive  interest  in  politics  than  the  parents  of  the  seniors. 

The  parents  of  the  girls  are  more  interested  in  political  situ¬ 
ations,  and  vote  more  frequently  than  the  parents  of  the  boys.  In 
the  freshman  group,  the  per  cent  of  the  girls’  parents  who  vote  is  3 
per  cent  greater  than  the  per  cent  of  the  boys’  parents.  In  the 
senior  group  a  similar  comparison  between  the  parents  of  the  boys 
and  the  parents  of  the  girls  showed  that  6  per  cent  more  votes  come 
from  the  parents  of  the  girls  than  come  from  the  parents  of  the 


boys. 


Table  18 

Political  Interest  of  Parents 
FR'ESHMEN 


Number  of  Parents  Who 
Discuss  Y oting 


Replies 


Number  of 
Voters 


Male  Students  . . 
Female  Students 


203 

135 


162 

115 


115 

80 


Total 


338 


277 


196 


[30] 


Male  Students  . 
Female  Students 


Table  19 

Political  Interest  of  Parents 
SENIORS 

Number  of  Parents  Who 
Discuss  Voting 

Number  of 

Replies  Voters 

.  67  51  35 

.  32  27  19 


Total .  99  78  54 

Brothers  and  Sisters 

It  is  a  fact,  generally  speaking,  that  the  Negro  students  who  are 
attending  college  in  North  Carolina  are  selected  from  families  with 
a  low  intellectual  background,  and  it  is  also  true  that  they  are 
selected  from  their  brothers,  and  sisters,  who,  in  a  large  proportion, 
have  not  had,  and  are  not  having  the  advantages  of  a  college  edu¬ 
cation.  Among  the  brothers  and  sisters  of  the  freshmen  there  are 
practically  as  many  brothers  of  college  age  who  are  not  in  college, 
and  who  have  not  graduated  from  college  as  there  are  students  in 
the  freshman  class.  It  was  found  that  the  brothers  and  sisters  of 
the  seniors  are  in  college  in  larger  proportions  than  the  brothers 
and  sisters  of  the  freshmen.  These  results  are  presented  in  Tables 
20  and  21. 


Table  20 

Brothers  of  College  Age 


Number 

Number 

Number 

of 

in 

of  College 

Brothers 

College 

Graduates 

Freshmen  Students . 

.  262 

86 

54 

Senior  Students . 

.  132 

49 

12 

Total . 

.  394 

135 

66 

Table  21 

Sisters  of  College  Age 


Number 

Number 

Number 

of 

in 

of  College 

Sisters 

College 

Graduates 

Freshmen  Students . 

.  206 

67 

47 

Senior  Students . 

.  110 

31 

22 

Total . 

.  316 

98 

68 

[31] 


CHAPTER  IV 


THE  STUDENT  IN  SCHOOL 

In  the  previous  chapter  the  background  of  the  freshmen  and  the 
seniors  has  been  discussed  in  the  light  of  many  rays  which  are 
doubtless  influential  in  forming  their  intellectual  lives.  There  are 
many  questions  which  might  be  asked  of  students,  and  in  the  fol¬ 
lowing  topics  an  attempt  will  be  made  to  present  such  factors  that 
will  be  helpful  in  deducing  rational  conclusions. 

Ages 

The  ages  of  the  freshmen  are  distributed  over  a  range  from  16 
years  to  35  years.  The  ages  of  the  seniors  are  distributed  over  a 
range  from  20  years  to  35  years.  Table  22  presents  the  averages 
for  each  class. 

Table  22 

Average  Ages 


FRESHMEN  Average  Age 

Male  .  20  years  4  months 

Female  .  18  years  3  months 

Students  .  19  years  6  months 

SENIORS 

Male  .  23  years  11  months 

Female  .  21  years  6  months 

Students  .  23  years  5  months 


The  above  results  seemingly  point  to  the  conclusions  that  the 
average  age  of  the  seniors  four  years  back  was  practically  the  same 
as  the  present  average  age  of  the  freshmen.  This,  however,  is  not  a 
correct  conclusion,  because  the  freshmen  who  are  now  between  the 
ages  of  24  and  35  will  doubtless  withdraw  from  school  in  larger 
proportions  than  any  other  group.  The  fact  that  the  range  of  the 
ages  of  the  seniors  is  not  as  great  as  the  range  of  the  ages  of  the 
freshmen  points  to  that  conclusion.  If  this  is  true,  then  it  is  easily 
seen  that  the  present  freshman  class  in  four  years  will  have  an 
average  age  which  will  be  below  the  present  average  age  of  the 
seniors.  If  a  similar  process  of  reasoning  is  applied  it  may  be  con¬ 
cluded  that  four  years  ago  the  average  age  of  the  freshman  class 
was  decidedly  above  19  years. 


[32] 


Marital  Relations 

Only  a  small  number  of  the  students  attending  college  are  mar¬ 
ried.  Of  462  students,  15  are  married.  Relatively,  there  are  more 
freshmen  girls  who  are  married  than  senior  girls.  It  is  quite 
probable  that  this  result  is  due  to  the  fact  that  a  great  number  of 
the  freshmen  girls  who  are  married  will  find  it  necessary  to  discon¬ 
tinue  their  education  before  they  reach  the  senior  year. 

A  similar  comparison  between  the  boys  of  the  two  years  shows 
that  a  greater  proportion  of  the  senior  boys  is  married  than  fresh¬ 
men  boys.  A  question  apropos  of  the  above  is :  Do  men  find  it  more 
convenient  to  continue  their  education  than  women  ?  The  question 
cannot  be  answered  from  the  facts  obtained  through  this  study,  but 
from  the  facts  which  have  been  presented  it  seems  that  an  affirma¬ 
tive  answer  is  suggested.  However,  it  may  well  be  said  that  in 
many  cases  men  may  not  find  it  more  convenient  to  attend  school 


after  marriage,  but  they  may  find  it  more  necessary. 

FRESHMEN 

"Yfalp  K+nrlpnf  a 

Table  23 

Married  Students 

Replies 
.  212 

Number 

Married 

5 

Pomolo  Sfnrlmif a 

.  141 

5  • 

.  353 

10 

SENIORS 

Replies 

.  75 

Number 

Married 

4 

.  34 

1 

.  109 

5 

Comparisons  of  ages  at  which  students  expect  to  marry  show 
some  variations.  The  average  age  at  which  a  freshman  boy  expects 
to  marry  is  27  years,  and  the  average  freshman  girl  expects  to 
marry  at  the  age  of  25  years.  This  means  that  the  average  fresh¬ 
man  student  expects  to  be  out  of  college  3  years  before  assuming 
marital  responsibilities.  The  average  senior  boy  expects  to  marry 
at  30  years  of  age.  This  shows  that  the  desired  age  for  marriage 
for  the  senior  boys  is  3  years  beyond  the  age  desired  by  the  fresh¬ 
men  boys,  and  also  that  the  senior  boys  expect  to  be  out  of  college 

[33] 


6  years  before  marrying.  It  is  perfectly  natural  for  the  average 
age  at  which  the  senior  male  student  expects  to  assume  marital 
responsibilities  to  be  greater  than  the  average  age  at  which  the 
freshmen  male  students  expect  to  assume  similar  obligations,  be¬ 
cause  three  years  after  graduation  to  the  freshman  seems  a  tre¬ 
mendously  long  time,  but  to  the  senior,  who  has  become  more  cogni¬ 
zant  of  the  cost  of  maintaining  a  certain  standard  of  living,  six 
years  seem§  only  a  short  time.  Many  of  the  students  may  wish  to 
continue  their  studies  beyond  the  four  years  of  college ;  this  desire 
also  would  increase  the  deferment. 

An  interesting  result  derived  from  the  replies  of  the  female 
students  was  that  the  average  age  at  which  the  senior  female  stu¬ 
dents  wish  to  marry  is  one  year  less  than  the  average  age  at  which 
the  freshman  female  students  wish  to  marry.  Neither  the  freshmen 
girls  nor  the  senior  girls  wish  to  remain  out  of  school  over  three 
years  before  marrying. 

Students  in  college  are  giving  marital  relations  very  serious 
consideration  and  as  they  advance  from  the  freshman  year  to  the 
senior  year  they  are  thinking  relatively  more  upon  these  relations. 
The  pity  of  it  all  is,  that  they  are  not  receiving  much  actual  guid¬ 
ance  in  their  thoughts  concerning  these  things  while  they  are 
thinking. 

Fifteen  per  cent  of  the  freshmen  and  33  per  cent  of  the  seniors 
have  definitely  decided  upon  the  person  they  expect  to  marry. 
Among  the  freshmen  students  investigated  there  is  no  difference 
between  the  proportion  of  the  boys  who  have  made  a  definite  de¬ 
cision,  and  the  proportion  of  the  girls  who  have  made  a  similar 
decision,  but  among  the  seniors  15  per  cent  more  of  the  girls  have 
made  a  definite  decision  as  to  the  person  than  the  boys.  This  may 
be  shown  by  the  fact  that  44  per  cent  of  the  senior  girls  have  de¬ 
cided  upon  their  future  mates,  and  only  29  per  cent  of  the  boys 
have  made  a  similar  decision. 

Economic  Condition  of  Students 

Sixty  dollars  is  an  estimated  average  amount  which  each  Negro 
student  in  the  North  Carolina  colleges  has  to  pay  for  tuition  and 
fees  for  a  year.  From  this  amount  it  may  be  estimated  that  all  of 
the  college  students  in  the  seven  colleges  which  were  investigated 
pay  for  fees  and  tuition  an  amount  which  approximates  70,000 


[34] 


dollars,  and  that  the  amount  paid  yearly  by  the  students  investi¬ 
gated  approximates  28,000  dollars.  The  cost  of  board  in  the  schools 
is  probably  at  its  minimum,  and  it  is  very  doubtful  whether  the  cost 
of  a  student’s  food  if  he  boards  at  home  is  much  less  than  what  he 
would  have  to  pay  for  it  should  he  board  at  one  of  the  institutions. 
On  the  basis  of  this  hypothesis  it  may  be  estimated  that  the  amount 
paid  for  board,  fees,  and  tuition  by  all  the  college  students  in  the 
institutions  investigated,  approximates  230,000  dollars  yearly.  The 
minimum  cost  for  the  students  investigated  would  then  approxi¬ 
mate  93,800  dollars  yearly.  These  students  saved  during  the  sum¬ 
mer  of  1927  a  total  of  42,117  dollars.  From  these  results  it  can  be 
deduced  that  students  do  not  save  during  the  summer  months  even 
one-half  the  amount  necessary  for  their  major  expenses.  When  it 
is  considered  that  clothing,  books,  and  other  necessities  must  be  paid 
for  during  the  year,  it  may  be  easily  concluded  that  less  than  one- 
half  the  amount  necessary  is  saved  by  the  students  during  the 
summer  months. 

The  thought  may  be  advanced  that  not  all  of  the  students  find 
it  necessary  to  defray  their  expenses.  This  is  true,  but  from  the 
results  presented  in  the  following  table  it  was  found  that  39  per 
cent  of  the  male  students  in  the  freshman  class  and  54  per  cent  of 
the  male  students  in  the  senior  class  are  self  supporting.  Only 
one  per  cent  of  the  female  students  in  the  freshman  class,  and  8  per 
cent  of  the  female  students  in  the  senior  class  are  self  supporting. 

t 

Table  24 

Self  Supporting  Students 

Number  Self  Number  Working  Average  Amount 


FRESHMEN  Supporting  Last  Summer  Saved  Per  Student 

Male  Students  .  84  84  $172.42 

Female  Students  .  8  3  29.33 


Total  .  87  87  $166.48 


SENIORS 

Male  Students  . 
Female  Students 


Table  25 

Self  Supporting  Students 

Number  Self  Number  Working 


Supporting 

41 
3 


Last  Summer 

40 
3 


Average  Amount 
Saved  Per  Student 

$178.75 

165.00 


44 


43 


$177.67 


[35] 


Total 


From  the  results  obtained  from  self  supporting  students,  and 
students  who  are  not  self  supporting  it  was  found  that  students 
who  are  self  supporting  saved  more  during  their  vacation  period 
than  students  who  are  not  self  supporting.  The  average  self  sup¬ 
porting  student  among  the  male  students  in  the  freshman  year 
saved  $166.48;  the  average  male  student  in  the  same  class  who  is 
not  self  supporting  saved  only  $99.65.  The  average  senior  student 
who  is  self  supporting  saved  $178.75,  and  the  average  senior  stu¬ 
dent  who  is  not  self  supporting  saved  $123.22.  It  was  found  that 
the  average  senior  student  saved  $11.19  more  than  the  average 
freshman.  It  was  found  also  that  of  216  male  students  in  the 
freshman  year,  216  worked  during  the  previous  summer,  and  that 
of  75  senior  men,  67  worked. 

There  are  only  3  female  students  in  the  freshman  year,  and  3  in 
the  senior  year  who  are  self  supporting.  An  average  from  such  a 
small  group  of  students  would  not  be  sufficiently  large  for  deduc¬ 
tions.  It  may  be  said,  however,  that  there  is  a  preponderant  num¬ 
ber  of  self  supporting  boys  over  the  number  of  self  supporting 
girls.  This  might  mean  either  that  the  girls  who  must  defray  their 
expenses  do  not  find  it  possible  to  attend  college  in  large  numbers ; 
therefore  the  girls  in  college  come  from  a  family  group  which  is 
different  economically  from  the  group  from  which  the  boys  come, 
or  it  may  mean  that  both  the  boys  and  the  girls  in  college  come 
from  the  same  family  type,  but  that  extra  efforts  are  exerted  on 
the  part  of  the  parents  to  support  the  girl  in  school  while  the  boy 
is  forced  to  support  himself. 

Table  26 

Students  Not  Self  Supporting 


Worked  Last  Average  Amount 
FRESHMEN  Replies  Summer  Saved  Per  Student 

Male  Students .  132  123  $  99.65 

Female  Students  .  141  57  59.12 

SENIORS 

Male  Students  .  34  27  123.22 

Female  Students .  28  14  74.64 


Retardation 

Poor  health  is  the  major  cause  of  the  retardation  of  the  college 
students  in  the  Negro  schools.  The  average  time  lost  by  19  per  cent 
of  the  freshmen  during  the  four  years  of  high  school  was  2  years, 


[36] 


and  5  months.  Illness  constituted  53  per  cent  of  the  reasons  given 
by  the  boys,  and  80  per  cent  of  the  reasons  given  by  the  girls. 

Twenty-seven  students  in  the  present  freshman  class  were  unable 
to  enter  college  immdiately  after  graduation  from  high  school, 
principally  bcause  of  financial  difficulties.  The  average  time  lost 
by  these  students  was  one  year,  and  10  months.  The  average  fresh¬ 
man  student  who  has  been  retarded  has  lost  2  years  and  2  months 
since  the  time  he  was  graduated  from  the  grammar  school.  If  the 
time  lost  by  the  retarded  students  in  the  freshman  class  is  dis¬ 
tributed  over  the  entire  class  it  can  be  said  that  the  average  fresh¬ 
man  has  lost  7  months  since  he  completed  the  work  of  the  seventh 
grade. 

Twelve  per  cent  of  the  seniors  have  lost  time  in  college.  The 
average  time  lost  by  those  who  have  been  retarded  was  one  year 
and  one  month.  If  the  total  time  lost  by  the  seniors  is  distributed 
over  the  entire  class  it  may  be  said  that  the  average  senior  student 
has  lost  six  months  in  school  since  the  time  he  entered  high  school. 
This  may  have  a  different  interpretation:  that  two-thirds  of  the 
senior  students  are  one  year  behind  their  class  mainly  because  of 
illness  and  financial  conditions. 

Table  27 


Time  Lost  in  High  School 


FRESHMEN 

Cases 

Years 

Lost 

Financial 

Reasons 

Illness 

Male  Students  . 

.  43 

113 

10 

23 

Female  Students  . .  .  . 

.  26 

54 

1 

21 

SENIORS 

Male  Students . 

.  24 

44 

8 

7 

Female  Students  . . . . 

.  2 

2 

1 

1 

SENIORS 

Table  28 

Time  Lost  in  College 

Cases 

Years 

Lost 

Financial 

Reasons 

Illness 

Male  Students  . 

.  6 

6 

1 

1 

Female  Students  . . .  . 

.  8 

10 

1 

1 

Interest  in  Work 

It  may  be  said,  speaking  generally,  that  the  students  are  inter¬ 
ested  in  the  courses  they  are  pursuing.  This  does  not  mean  that 
the  students  in  the  Negro  colleges  are  receiving  the  proper  voca- 

[37] 


tional  guidance,  but  it  probably  means  that  normal  students,  be¬ 
cause  of  the  absence  of  unusual  native  biases,  would  find  interest 
in  the  average  subject  offered  in  a  college.  It  is  quite  probable 
that  a  number  of  the  students  in  college  should  be  in  other  schools, 
and  that  the  colleges  should  diversify  their  programmes  to  meet 
the  inclinations  of  the  students. 

Among  the  freshmen  82  per  cent  of  the  female  students,  and  83 
per  cent  of  the  male  students  are  taking  work  in  which  they  are 
interested.  Among  the  senior  students,  64  per  cent  of  the  women, 
and  80  per  cent  of  the  men  are  taking  courses  in  which  they  are 
interested. 

Failures  Expected 

In  order  to  find  the  students’  opinion  of  themselves  and  their 
scholastic  ability  it  was  thought  advisable  to  ask  each  student  to 
put  down  the  number  of  courses  which  he  expected  to  fail  that 
semester.  The  results  are:  The  majority  of  the  students  in  the 
freshman  class  do  not  expect  to  fail  during  the  year  in  any  of  their 
courses  they  are  taking.  Of  the  19  per  cent  of  the  freshman  stu¬ 
dents  who  expect  failures,  the  average  number  of  failures  expected 
is  between  one  and  two  subjects.  The  per  cent  of  the  young  women 
in  the  freshman  class  who  expect  failures  is  one  per  cent,  greater 
than  the  per  cent  of  the  young  men  in  the  same  class  who  expect 
failures. 

Table  29 

Failures  Expected 

Number  of  Failures 

FRESHMEN  Gases  Expected 

Male  Students .  41  69 

Female  Students  .  29  42 

Total  .  70  111 


Occupations  Desired  by  Students 

Although  the  ambitions  of  the  freshmen  students  are  distrib¬ 
uted  over  a  range  of  25  different  occupations  the  unevenness  of  the 
distribution,  and  the  absence  in  the  distribution  of  some  very  im¬ 
portant  occupations  indicate  that  the  students  have  received  very 
little  vocational  guidance.  The  occupation  which  was  most  fre¬ 
quently  selected  was  that  of  teaching.  Among  the  freshmen  72  per 
cent  of  the  female  students  and  22  per  cent  of  the  male  students 


[38] 


wish  to  teach.  It  was  very  surprising  to  note  that  7  per  cent  of  the 
freshman  students  wish  to  enter  the  ministry  although  it  is  very 
satisfying  to  know  that  even  that  per  cent  of  the  college  students  are 
inclined  towards  the  ministry.  The  following  table  reveals  the  occu¬ 
pations  desired  by  the  freshmen.  The  table  begins  with  the  occupa¬ 
tions  most  frequently  chosen  and  the  other  occupations  are  arranged 
relatively. 

Table  30 


Occupations  Desired  By  Freshmen 

Occupations  Desired 

Teaching  . 

Medicine  . 

Business  . 

Ministry . 

Dentistry  . 

Pharmacy  . 

Music  . 

Architecture  . . 

Social  Work  . 

Others  below  6* 

Total . 


Frequency  of  Selection 
.  147 

.  49 

.  23 

.  15 

.  14 

.  12 

.  11 

.  6 

.  6 


343 


Among  the  seniors  the  desired  occupations  arranged  according 
to  the  frequency  of  selection  assume  an  order  which  differs  slightly 
from  the  arrangement  of  the  occupations  of  the  freshmen.  The  de¬ 
scending  arrangement  of  the  occupations  by  the  freshmen  was: 
Teaching,  Practice  of  Medicine,  Business,  Ministry,  Dentistry. 
Among  the  seniors  the  arrangement  is:  Teaching,  Business,  Prac¬ 
tice  of  Medicine,  Ministry.  Prom  these  arrangements  it  may  be 
clearly  seen  that  teaching  is  most  important  to  each  group,  and  that 
to  the  seniors  business  is  more  important  than  medicine.  The 
ministry  has  the  fourth  place  in  each  group. 

There  are  also  variations  between  the  proportions  of  the  fresh¬ 
men  who  have  chosen  certain  occupations  and  the  proportions  of 
the  seniors  who  have  chosen  corresponding  occupations.  The  desire 
to  teach  is  not  as  great  among  the  seniors  as  it  is  among  the  fresh¬ 
men.  The  occupation  of  the  practice  of  medicine  is  more  frequently 
desired  among  the  freshmen  than  among  the  seniors.  A  greater 
proportion  of  the  senior  students  wish  to  enter  the  ministry  than 
freshmen. 


*  See  Table  number  45. 


[39] 


Table  31  presents  the  distribution  of  the  desired  occupations 
among  the  seniors. 

Table  31 

Desired  Occupations  By  Seniors 

Desired  Occupations  Frequency  of  Selection 

Teaching  .  47 

Business .  14 

Practice  of  Medicine .  12 

Ministry .  11 

Dentistry .  8 


Total .  109 

The  fact,  which  is  easily  observed  from  the  preceding  tables, 
that  such  a  small  proportion  of  the  students  wish  to  enter  the  arts 
shows  very  clearly  that  there  has  not  been  a  wide-spread  conscious¬ 
ness  of  the  importance  of  literature,  music,  painting,  and  sculpture 
in  the  cultural  development  of  the  Negro  race.  It  is  thought  by 
many,  and  they  are  persons  whose  opinions  are  important,  that  the 
most  distinct  contribution  which  the  Negro  can  possibly  make  to 
American  and  to  world  culture  must  be  made  largely  in  the  arts, 
because  the  excellence  of  an  artistic  contribution  is  not  measured 
by  standards  which  are  tentative  and  wholly  dependent  upon  the 
time  in  which  a  contributor  lives,  but  artistic  creations  are  meas¬ 
ured  by  their  capacity  to  express  the  emotions,  the  struggles,  the 
hopes,  and  the  joys  of  the  human  race.  Fundamentally  these  do 
not  change.  This  is  not  true  of  economic  contributions,  because 
they  are  determined  by  the  economic  status  of  the  locality  or 
country.  Present  economic  contributions,  though  worthy  of  com¬ 
mendation,  will  probably  be  negligible  when  compared  with  the 
economic  contributions  which  will  be  made  during  the  latter  part 
of  this  century.  The  very  fact  that  there  was  not  one  senior  student 
who  expressed  a  desire  to  write  shows  how  commercialism  has  pre- 
meated  the  lives  of  the  people.  Unbiased  educators,  therefore, 
should  interest  themselves  more  in  the  occupations  selected  by  stu¬ 
dents  in  order  to  develop  a  well  rounded  race  as  well  as  well 
rounded  students. 


Occupations  of  Persons  Who  Have  Influenced  the  Students 
Each  student  was  asked  to  give  the  name  and  the  occupation  of 
the  person  who  had  exerted  the  greatest  influence  on  his  life.  An 


*  See  Table  number  45  for  other  occupations. 

[40] 


outstanding  result  of  this  question  was,  that  the  persons  named,  in 
a  majority  of  the  cases,  were  not  persons  of  the  greatest  prominence 
in  the  state.  The  results  showed  very  clearly  that  teachers,  minis¬ 
ters,  doctors,  business  men,  hair  dressers,  and  persons  engaged  in 
practically  every  occupation  common  to  the  Negroes  in  this  state 
are  those  to  whom  the  students  are  looking  for  inspiration  and 
guidance.  It  was  found  that  persons  representing  22  different  oc¬ 
cupations  have  had  the  greatest  influence  over  the  freshmen.  Of 
all  the  freshmen  students,  teachers  have  had  the  greatest  influence 
as  31  per  cent  of  the  freshmen  claimed  to  have  been  influenced  by 
teachers. 

The  number  of  different  occupations  of  the  persons  exerting  the 
greatest  influence  on  the  freshman  girls  is  less  than  the  number  of 
different  occupations  of  the  persons  who  have  influenced  the  fresh¬ 
men  boys.  There  were  12  different  occupations  represented  by  the 
persons  who  have  influenced  the  girls,  and  20  different  occupations 
represented  by  the  persons  who  have  influenced  the  boys. 

Table  32  presents  a  relative  arrangement  of  a  few  of  the  occupa¬ 
tions  of  the  persons  who  have  had  the  greatest  influence  on  the 
freshmen. 

Table  32 


Occupations  of  Persons  Who  Have  Influenced  Students 


Occupation 


Teaching  . 

Preaching  . 

Practicing  Medicine 

Business  . 

Others  below*  .... 


FR'ESHMEN 

Number  of  Freshmen  Students 


Male 

Female 

61 

47 

15 

20 

9 

4 

6 

0 

Influenced 

Total 

106 

35 

13 

6 

4 


Total 


214  129  343 

t 


From  the  following  table  which  gives  the  distribution  of  the 
occupations  of  the  persons  who  have  exerted  the  greatest  influence 
over  the  seniors  it  may  be  seen  that  the  relative  arrangement  of 
these  occupations  is  different  from  the  freshmen  arrangement.  The 
relative  arrangement  of  the  classes  of  persons  influencing  the  fresh¬ 
men  was:  Teachers,  Ministers,  Doctors,  Business  Men,  etc.  The 
arrangement  of  the  occupations  influencing  the  seniors  is :  Teach- 


*  See  Table  number  46. 


[41] 


ing,  Ministry,  Business,  Practice  of  Medicine,  etc.  The  difference 
is,  that  the  doctor’s  position  in  the  freshman  scale  is  replaced  by 
the  business  man’s  place  in  the  senior  scale.  This  change  corre¬ 
sponds  to  the  essential  difference  between  the  arrangement  of  the 
occupations  desired  by  the  freshmen,  and  the  arrangement  of  the 
occupations  desired  by  the  seniors. 

Influential  persons,  to  a  great  extent,  determine  the  occupations 
which  are  desired  by  students.  It  is  not  always  true,  however, 
that  a  person  will  influence  a  child  to  select  his  occupation,  but 
rather  there  are  many  persons  who  seemingly  take  some  cognizance 
of  the  child’s  talents.  Among  the  freshmen  only  27  male  students 
of  214,  and  only  40  female  students  of  129  have  selected  occupa¬ 
tions  similar  to  those  of  the  persons  influencing  them.  Among  the 
seniors  22  of  27  occupations  selected  by  male  students  were  occu¬ 
pations  similar  to  the  occupations  of  the  persons  who  have  had  the 
greatest  influence  over  them.  It  was  also  found  that  more  students 
desire  to  teach  than  were  influenced  by  teachers,  and  that  more 
students  were  influenced  by  ministers  than  there  are  students  who 
desire  to  enter  the  ministry. 


Table  33 

Occupations  of  Influential  Persons 
SENIORS 


Occupation 

Number  of  Senior  Students  Influenced 

Male 

Female 

Total 

Teaching  . 

.  25 

6 

31 

Preaching  . 

7 

21 

Business . 

.  3 

1 

4 

Practice  of  Medicine  . 

.  3 

0 

3 

Others  below* . 

2 

Total . . .  75  34  109 


Reasons  for  Going  to  College 

The  students  were  asked  to  state  the  reasons  why  they  were 
going  to  college.  Fourteen  different  reasons  were  given  by  the 
freshmen,  and  only  four  reasons  were  given  by  the  seniors.  The 
reasons  given  by  the  freshmen,  and  the  seniors  arranged  relatively 
in  the  order  of  the  frequency  of  replies  show,  with  exceptions  of 
variations  in  place  value,  that  the  reasons  which  occupy  the  first 


*  See  Table  number  46. 


[42] 


four  places  in  the  senior  arrangement  are  the  same  as  those  which 
occupy  the  first  four  places  in  the  freshman  arrangement.  The 
relative  arrangement  of  the  senior  reasons  is:  To  prepare  for  life, 
to  learn  to  serve,  to  acquire  culture,  and  to  acquire  knowledge. 
Among  the  freshmen  the  arrangement  is:  To  prepare  for  life,  to 
acquire  culture,  to  acquire  knowledge,  and  to  prepare  to  serve. 
The  seniors  gave  no  other  reasons  than  the  four  which  are  men¬ 
tioned  above,  but  the  freshmen  gave  10  other  reasons  which  are  of 
little  consequence,  because  the  frequency  with  which  they  were 
chosen  was  negligible  when  compared  with  the  frequency  with 
which  the  four  major  were  chosen. 

Even  though  separate  arrangements  for  the  male  and  female 
students  agree  almost  wholly  with  the  general  scale,  the  different 
sexes  did  not  reply  to  each  question  in  the  same  proportions.  To 
illustrate,  among  the  seniors  a  greater  per  cent  of  the  men  than 
women,  gave  preparation  as  a  reason  for  going  to  college ;  a  greater 
per  cent  of  the  men  than  women  gave  service  as  a  reason;  and  a 
greater  per  cent  of  the  women  than  men  gave  culture  as  a  reason. 

Tables  34  and  35  present  relatively  distributions  of  the  reasons 
given  by  the  seniors,  and  the  four  most  important  reasons  given  by 
the  freshmen. 

Table  34 


To  prepare  for  life 

For  culture . 

For  knowledge 
To  learn  to  serve  . 
Others  below  .... 

Total  . . 


Reasons  for  Going  to  College 


FRESHMEN 


Male 

Replies 

Female 

Total 

87 

61 

148 

27 

25 

52 

36 

12 

48 

29 

17 

46 

3 

193 

123 

316 

Table  35 

Reasons  for  Going  to  College 

SENIORS 

Male 

.  39 

Replies 

Female 

16 

Total 

55 

.  .  18 

6 

26 

7 

6 

13 

6 

0 

6 

.  .  70 

30 

100 

[43] 


Closely  connected  with  the  reasons  for  going  to  college  are  the 
reasons  why  particular  colleges  are  selected.  First  in  importance 
among  the  reasons  given  by  the  students  for  selecting  particular 
colleges  was  the  proximity  of  the  institution;  the  reason  of  second 
importance  to  proximity,  and  which  is  related  to  proximity,  was 
financial  condition. 

In  view  of  the  fact  that  most  of  the  colleges  in  the  state  are 
denominational  schools,  a  cursory  conclusion  would  be  that  students 
have  selected  various  schools  for  denominational  reasons.  The  re¬ 
sults  of  the  investigation,  however,  do  not  point  to  any  such  convic¬ 
tion.  Among  the  freshman  students  it  was  found  that  38  per  cent 
of  the  men  and  only  24  per  cent  of  the  women  are  members  of  the 
denomination  which  supports  the  school.  Among  the  seniors  a 
similar  comparison  showed  that  the  percentages  are  22  per  cent 
for  the  men  and  32  for  the  women.  From  these  results  it  may  be 
concluded  that  church  interest  is  not  an  important  factor  in  deter¬ 
mining  the  selection  of  particular  schools,  for  these  percentages  are 
less  than  the  percentages  of  the  students  who  are  distributed  among 
the  various  denominations  throughout  the  state. 


[44] 


CHAPTER  V 


OPINIONS  OF  STUDENTS 
Religious  Interest 

Are  college  students  interested  in  religion?  Before  the  facts 
relative  to  the  religious  interest  of  the  students  in  the  North  Caro¬ 
lina  colleges  are  presented,  a  background  of  thought  will  be  intro¬ 
duced  solely  for  the  purpose  of  orientation.  There  is  an  opinion, 
particularly  common  to  laymen,  that  there  is  a  conflict  between 
scholastic  and  religious  interests.  There  is  another  opinion,  which 
is  more  generally  conceded,  that  the  college  students  are  drifting 
away  from  the  church.  Much  of  this  is  true,  according  to  various 
conferences  and  reports,  but  no  conference  of  any  importance  has 
concluded  that  the  college  students  are  non-religious  any  more  than 
any  conference  has  concluded  that  man  is  non-religious.  Students 
are  expressing  by  words  and  actions  their  oppositions  to  religious 
dogma.  The  various  doctrinal  and  ecclesiastical  aspects  of  the 
church  do  not  possess  fundamental  interests  for  them.  Briefly,  it 
may  be  said  that  students  are  religious,  but  they  are  not  theological. 
Dean  Hawkes,  of  Columbia  College,  said  in  a  recent  conference  that 
students  are  inquiring  about  religion  with  greater  intellect.  If  this 
is  true  the  conflict  is  obvious,  for  if  a  man  begins  to  think  postula- 
tionally  on  dogma  of  any  sort  there  will  naturally  arise,  during  the 
course  of  his  reasoning,  certain  elements  which  if  incorporated  will 
destroy  the  cogency  of  his  thought;  therefore  these  incongruous 
elements  must  be  rejected.  To  reject  any  portion  of  a  body  of 
dogmatic  faith  among  people  whose  beliefs  have  not  kept  pace  with 
the  intellectual  advancement  of  the  race  is  to  reject  the  faith  in  its 
entirety.  So  much  for  the  spirit  of  the  times.  Let  us  go  on. 

The  students  in  the  various  colleges  were  asked  if  religious 
services  interest  them.  The  students,  with  exception  of  a  very  few, 
are  interested  in  religious  services.  Of  360  freshmen  students  re¬ 
plying  to  the  question  of  religious  interest,  350  replied  that  they 
are  interested.  The  per  cent  of  the  freshmen  girls  who  are  inter¬ 
ested  in  religious  services  is  2  per  cent  greater  than  the  per  cent 
of  the  freshman  boys  who  are  interested.  Ninety-seven  per  cent 


[45] 


of  the  students  in  the  freshman  class  are  interested  in  religious 
services.  A  comparison  of  the  per  cent  of  the  freshmen  who  are 
interested  in  religious  services  with  the  per  cent  of  the  seniors  who 
are  similarly  interested  showed  that  6  per  cent  more  of  the  fresh¬ 
men  are  interested  than  seniors. 

The  students  are  not  only  interested  in  religious  services,  but 
they  belong  to  the  church  in  large  proportions.  It  was  found  that 
94  per  cent  of  the  freshmen  and  96  per  cent  of  the  seniors  are 
members  of  some  church.  It  is  doubtless  true  that  the  most  potent 
factor  contributing  to  the  high  percentages  of  the  students  who 
are  interested  in  religious  services,  and  who  are  church  members  is 
the  religious  interests  of  the  parents.  It  was  found  that  96  per  cent 
of  the  parents  of  the  freshmen  and  91  per  cent  of  the  parents  of 
the  seniors  attend  church  regularly. 

To  be  a  member  of  a  church  does  not  preclude  a  belief  that  re¬ 
ligion  is  not  essential.  The  students  were  asked  if  they  felt  that 
religion  is  absolutely  necessary  in  their  lives.  Ninety-seven  per 
cent  of  the  freshmen  and  88  per  cent  of  the  seniors  answered  in  the 
affirmative.  The  female  students  feel  the  necessity  more  than  the 
male  students.  It  was  interesting  to  note  that  a  greater  proportion 
of  the  freshman  boys  feel  that  religion  is  necessary  than  senior 
boys,  but  a  greater  proportion  of  the  senior  girls  think  that  religion 
is  necessary  than  freshman  girls. 

The  students  were  asked  if  they  are  members  of  religious  or¬ 
ganizations  such  as  the  Y.  M.  C.  A.  and  the  Y.  W.  C.  A.  It  was 
found  that  the  seniors  are  members  in  larger  proportions  than  the 
freshmen.  Fifty-eight  per  cent  of  the  freshmen  and  63  per  cent  of 
the  seniors  are  members  of  the  Y.  M.  C.  A.,  and  the  Y.  W.  C.  A. 


Table  36 

Religious  Interest 

Members  of  Parents  Members 

FRESHMEN  Cases  Interested  Church  Attend  Necessary  of  Y 

Male  .  216  209  196  206  208  118 

Female  .  144  141  143  141  142  93 


Total . (360)  (350)  (339)  (347)  (350)  (211) 

SENIORS 

Male  .  75  68  71  67  62  49 

Female  .  34  32  34  33  34  20 


Total . (109)  (100)  (105)  (100)  (96)  (69) 

[46] 


le  following  tables  present  the  distribution  of  the  students 
according  to  their  church  affiliations.  From  the  tables  it  may  be 
c  early  seen  that  more  of  the  freshmen  are  members  of  the  Baptist 
church  than  are  members  of  any  other  church.  Among  the  seniors, 
however,  this  is  true  for  the  female  students,  but  it  is  not  true  for 
the  male  students.  It  was  found  that  a  larger  proportion  of  the 
girls  are  members  of  the  Baptist  church  than  the  boys. 


CHURCH 

Baptist  . 

Methodist 
Presbyterian  . 

Christian . 

Congregational 

Episcopal 

Catholic  . 

Holiness  . 


Table  37 

Church  Affiliations 
FRESHMEN 


Male 

Female 

Total 

75 

70 

145 

72 

55 

127 

33 

3 

36 

3 

3 

6 

4 

1 

5 

0 

3 

3 

2 

0 

2 

2 

0 

2 

Total 


191  135 


326 


CHURCH 

Baptist  . 

Methodist 
Presbyterian  . 
Episcopal 
Congregational 
Christian  .  . , . 
Holiness  . 


Table  38 

Church  Affiliations 
SENIORS 


Male 

20 

26 

22 

1 

2 

0 

0 


Female 

19 

9 

2 

2 

0 

1 

1 


Total 

39 

35 

24 

3 

2 

1 

1 


Total 


71  34  105 


Moral  Standards 

Much  has  been  said  and  written  recently  about  the  changing 
moral  standard  for  women.  Very  little  has  been  said  about  changes 
in  the  moral  standard  for  men,  because  the  standard  for  men  has 
remained  practically  unaltered  for  generations.  A  moral  standard 
is  such  an  elusive  thing  and  has  so  many  variable  quantities  con¬ 
nected  with  it  that  it  is  extremely  difficult  to  determine  its  total 
•significance.  However,  in  order  to  get  the  students’  opinions  on 


[47] 


morals  they  were  asked  if  they  thought  that  the  women  should  have 
the  same  moral  standard  now  accepted  for  men.  Great  care  was 
taken  to  see  that  the  students  did  not  confuse  the  three  ideas :  first, 
that  men  and  women  should  have  the  same  moral  standard.  (This 
condition  may  involve  an  arbitrary  standard  which  is  neither  the 
present  standard  for  the  men  nor  the  women)  ;  second,  that  men 
and  women  should  have  the  standard  of  the  women ;  and  third,  that 
women  should  adopt  the  standard  now  accepted  for  men. 

Of  300  freshman  replies,  175  indicated  that  the  women  should 
adopt  the  men’s  standard.  Seventy-three  per  cent  of  the  freshman 
female  students  think  that  the  women  should  adopt  the  standard 
of  the  men,  and  only  47  per  cent  of  the  freshman  male  students 
believe  in  the  adoption.  The  per  cent  of  the  students  who  believe 
that  the  women  should  adopt  the  standard  of  the  men  increases 
from  55  per  cent  for  the  freshman  students  to  78  per  cent  for  the 
seniors.  This  increase  might  be  due  to  what  may  be  termed — the 
liberality  of  students. 

While  these  results  may  seem  alarming  they  are  neither  indi¬ 
cative  of  any  indiscretion  on  the  part  of  the  female  students  nor 
the  prelude  to  a  revolt  against  the  established  moral  order.  It  must 
be  considered  that  physical  manifestation  is  not  the  inevitable 
consequence  of  a  reactionary  opinion  on  morals.  The  fact  that  such 
a  large  proportion  of  the  female  students  believe  that  women  should 
have  the  same  standards  as  men  now  have  may  only  indicate  that 
the  thoughtful  women  in  college  to-day  realize  that  double  stand¬ 
ards  are  incongruous  with  the  modern  idea  of  equal  intellectual 
and  social  opportunities  of  the  sexes.  They  are  beginning  to  feel 
that  they  have  a  right  to  be  either  as  good  or  as  bad  as  the  men,  and 
they  have. 

Table  39 


Moral  Standards 


Women’s  Standard 
the  Same  as 

FRESHMEN  Replies  Men  Now  Have 

Male  .  184  90 

Female  .  116  85 


Total . (300)  (175) 

SENIORS 

Male  .  69  52 

Female  .  29  25 


Total . (98)  (77) 


[48] 


Social  Equality 

Social  equality  is  somewhat  similar  to  evolution  in  that  the 
people  who  are  excited  most  by  the  mere  suggestion  of  the  idea 
know  least  about  it.  What  is  social  equality  ?  To  answer  this  ques¬ 
tion  it  would  be  necessary  to  define  equality.  What  then  is  equal¬ 
ity?  When  is  one  race  of  people  equal  to  another?  If  a  layman 
should  be  asked  what  is  really  meant  by  social  equality  he  would 
refer  in  all  probability  either  to  some  hackneyed  theory  about  eat¬ 
ing  together  or  to  an  equally  as  trite  belief  about  inter-marriage. 
It  is  indeed  strange,  and  lamentable  that  the  gullible  multitude  will 
absorb  a  phase  of  a  question  with  the  belief  that  it  embraces  the 
total  significance  of  the  issue.  On  the  other  hand,  if  men  of 
acumen  are  asked  the  meaning  of  social  equality  they  will  also 
differ  in  their  views.  This  fact  was  revealed  in  a  recent  discussion 
between  Lathrop  M.  Stoddard  and  Alain  Locke.  Mr.  Locke  does 
not  believe  that  there  should  be  such  a  difference  between  the  char¬ 
acter  of  a  man’s  cultural  contribution  and  the  man  to  the  extent 
that  his  contribution  can  be  accepted  and  the  man  rejected.  Mr. 
Stoddard  believes  that  it  is  not  necessary  to  accept  the  race  in  order 
to  accept  its  cultural  contributions.  After  all,  who  knows  what  is 
to  be  selected  and  what  is  to  be  rejected?  Who  knows  where  the 
tenuous  line  is  which  divides  the  man’s  contribution  and  the  man? 
Where  does  the  creation  begin  and  the  man  end? 

The  students  who  were  investigated  do  not  concur  in  their  un¬ 
derstanding  of  the  meaning  of  social  equality.  To  a  number  of 
students  the  term  has  no  meaning.  It  was  found,  to  the  greater  per 
cent  of  the  students,  that  social  equality  means :  Equal  rights  and 
opportunities  in  all  walks  of  life.  The  term  Social  Equality,  there¬ 
fore,  is  one  of  these  vague  and  ofttimes  meaningless  terms  like  De¬ 
mocracy.  It  is  vague  because  each  person  approaches  it  with  a 
preconceived  bias  in  his  own  mind ;  consequently  the  definition  of 
the  term  is  colored  by  this  personal  bias.  Yet  it  is  a  very  important 
term,  and  because  of  its  importance  each  student  was  asked  to  give 
his  interpretation  of  the  term.  No  explanation  of  definition  or  hint, 
of  any  sort  was  given  by  the  examiner.  The  results  show  that  the 
term  is  practically  as  meaningless,  technically,  to  the  students  as 
to  the  rest  of  the  populace. 

The  following  table  shows  very  clearly  that  the  opinions  are 
distributed  over  a  wide  range. 


[49] 


Table  40 

Meaning  of  Social  Equality 


Freshmen 

Seniors 

Grand 

MEANING 

M 

F 

T 

M 

F 

T 

Total 

Total  equality.  All  are  born  equal . 

7 

4 

(11) 

(11) 

Equal  rights  and  opportunities  in  all 

walks  of  life,  without  segregation .  . . 

71 

46 

(117) 

36 

20 

(56) 

(173) 

Economic  equality  . 

1 

(1) 

1 

(1) 

(2) 

Equal  Standards — Moral  and  Social.  .  . 

4 

2 

(6) 

(6) 

No  legal  restrictions  and  no  social  re- 

strictions  concerning  mixing  of  races 

15 

14 

(29) 

5 

ft 

(8) 

(37) 

Equal  political  and  civil  rights . 

18 

6 

(24) 

5 

(5) 

(29) 

Freedom  of  action  and  thought . 

2 

2 

(4) 

(4) 

Harmonious  living  on  equal  basis . 

4 

(4) 

(4) 

Higher  moral  and  social  standards . 

9 

(9) 

(9) 

No  meaning  . 

16 

8 

(24) 

10 

(10) 

(34) 

Self  improvement  . 

1 

(1) 

1 

(1) 

(2) 

Greater  interest  in  Negro . 

4 

3 

(7) 

(7) 

Knowledge  . 

1 

(1) 

(1) 

Slight  meaning . 

4 

(4) 

(4) 

Social  development  . 

1 

2 

(3) 

(3) 

Social  equality  . 

4 

4 

(8) 

(8) 

Others  . 

2 

2 

(4) 

(4) 

Respect  for  rights  of  others . 

1 

(1) 

(1) 

Equal  according  to  achievement  . 

2 

(2) 

(2) 

Service  . 

1 

(1) 

(1) 

161 

98 

(259) 

59 

24 

(83) 

(342) 

Opinions  of  Disciplinary  Rules 

Supervision  of  behavior  of  students  is  the  least  standardized  of 
all  elements  which  are  supposed  to  be  necessary  for  the  best  develop¬ 
ment  of  the  youth.  At  the  present  time  the  supervisory  attention 
which  is  given  the  conduct  of  students  before  and  after  school  hours 
is  determined  largely  by  the  degree  of  conventionality  of  the  admin¬ 
istration,  which  in  turn  is  shaped  perceptibly  by  either  the  pro¬ 
vincialism  or  the  liberality  of  the  board  of  directors  and  of  the 
community  in  which  the  institution  is  located.  Because  of  this 
heterogeneity  of  opinions  concerning  academic  responsibility  for 
students’  conduct,  there  has  developed  among  students  a  rather 
wide-spread  dislike  for  disciplinary  rules.  In  order  to  counteract 
this  feeling  on  the  part  of  the  students  and  to  maintain  certain  con¬ 
formities  to  the  old  regime,  many  institutions  have  inaugurated  stu¬ 
dent  councils  which  in  a  few  cases  have  been  successful,  but  in  most 


[50] 


cases  have  not  been  satisfactory.  One  significant  reason  why  the 
plan  has  not  been  a  success  at  some  institutions  is  that  the  new  plan 
presented  too  many  points  of  transition  from  the  old.  The  student 
council,  in  the  opinion  of  the  administration,  would  dispose  of  cer¬ 
tain  infringements  too  lightly ;  therefore  the  plan  was  not  a  success. 
There  are  many  pertinent  questions  which  might  be  asked  concerning 
discipline,  but  most  of  these  questions  are  either  closely  related  or 
they  are  component  parts  of  the  question:  How  much  jurisdiction 
should  a  college  have  over  students’  conduct? 

In  order  to  determine  in  a  rather  general  way  the  attitude  of  the 
students  toward  disciplinary  rules  in  the  Negro  colleges  in  this  state, 
each  student  investigated  was  given  the  opportunity  to  state:  1. 
Whether  he  thought  the  present  rules  in  his  college  were  necessary ; 

2.  Whether  he  thought  the  present  rules  in  his  college  were  too  loose ; 

3.  Whether  he  thought  the  rules  in  his  college  improperly  adminis¬ 
tered  ;  and,  4.  Each  student  was  left  a  blank  line  upon  which  to  state 
any  other  objection  to  the  rules  that  he  had.  It  was  found  that  57 
per  cent  of  the  freshmen,  and  38  per  cent  of  the  seniors  think  that 
the  present  rules  are  necessary ;  six  per  cent  of  the  freshmen  and  6 
per  cent  of  the  seniors  think  that  the  rules  are  too  loose ;  and  28  per 
cent  of  the  freshmen  and  48  per  cent  of  the  seniors  believe  that  the 
rules  are  improperly  administered. 

The  opinion  of  the  men,  and  those  of  the  women  were  by  no  means 
equal.  Among  the  freshmen  20  per  cent  more  of  the  women  than 
the  men  think  that  the  rules  are  necessary.  Among  the  seniors  this 
condition  is  reversed  in  that  32  per  cent  more  men  than  women  believe 
that  the  present  rules  are  necessary.  It  is  not  difficult  to  explain 
such  a  radical  difference  between  the  opinions  of  the  sexes  because 
the  restrictions  governing  behavior  which  are  imposed  upon  male 
students  decrease  from  the  maximum  number  in  the  freshman  year 
to  a  limited  number  in  the  senior  year  which  are  hardly  more  than 
those  imposed  upon  a  gentleman  in  life.  The  decrease  in  the  re¬ 
strictions  upon  the  young  women  from  the  freshman  year  to  the 
senior  year  is  very  small  when  compared  with  the  decrease  in  the 
restrictions  upon  the  young  men.  The  conflict  is  obvious,  because 
the  students  of  different  sexes  have  the  same  academic  restrictions ; 
they  have  similar  ideas  and  beliefs;  therefore  there  would  naturally 

arise  questions  of  discrimination. 

Of  improper  administration  of  rules,  14  per  cent  more  men  than 
women  in  the  freshman  class  believe  that  the  rules  are  improperly 


[51] 


administered ;  among  the  seniors  23  per  cent  more  women  than  men, 
believe  that  the  rules  are  improperly  administered.  It  is  very  sig¬ 
nificant  that  the  freshmen  and  the  seniors  in  the  colleges  in  this  state 
are  neither  impressed  with  the  necessity  for,  nor  with  the  adminis¬ 
tration  of  the  disciplinary  rules. 

Table  41 

Opinions  of  Disciplinary  Rules 


Improperly 


FRESHMEN 

Replies 

Necessary 

Loose 

Administered 

Men  . . 

.  165 

82 

15 

51 

Women  . 

.  114 

79 

2 

29 

Total  . . . 

.  (279) 

(161) 

(17) 

(80) 

SENIORS 

Men  . 

.  62 

28 

5 

26 

Women  . 

.  30 

7 

0 

19 

Total  .  .  . 

.  (92) 

(35) 

(5) 

(45) 

Opinions  of  Teachers 

“What  is  becoming  to  a  teacher ?” 

It  has  been  well  said  that  school-boards,  administrators,  and  peo¬ 
ple  generally  are  attempting  to  make  teachers  into  sexless  beings. 
School  principals  and  presidents  are  blamed  generally  for  the  re¬ 
strictions  which  are  imposed  upon  teachers;  while  administrators 
are  by  no  means  guiltless,  it  is  true  in  a  number  of  cases  that  these 
men  dare  not  go  contrary  to  either  the  political  or  the  religious 
prejudices  of  those  who  are  keeping  them  in  their  jobs.  There  are 
those,  however,  who  have  planned  a  campaign  against  teachers  bob¬ 
bing  their  hair,  dancing,  smoking,  etc.,  with  the  preciseness  with 
which  a  general  would  plan  a  seige  upon  a  city.  The  sad  fact  of  it 
all  is  that  while  all  this  noise  is  going  on  about  the  morals  of  the 
teacher,  that  children  every  day  are  being  poorly  taught  or  not 
taught  at  all,  and  very  little  is  said  and  done  about  it.  While  this 
tyranny  is  peculiarly  applicable  to  grammar  and  high  school  teach¬ 
ers,  college  teachers  are  not  free  from  its  effect. 

Although  restrictive  measures  for  teachers  are  very  general  over 
the  country,  Negro  teachers  especially  have  been  subjected  to  very 
rigorous  rules  of  conduct.  One  significant  factor  which  has  con¬ 
tributed  largely  to  the  standard  for  Negro  teachers  has  been  the 
standard  which  has  been  set  by  the  Puritan  group  of  white  people 


[52] 


that  began  the  higher  education  of  the  Negro  in  the  South.  With 
due  appreciation  for  their  efforts  and  sacrifices  one  must  admit  that 
they  have  been  largely  of  a  group  which  has  had  to  sever  practically 
all  social  connections  with  its  own  people.  The  Southern  whites 
objected  to  social  contact  with  these  Puritans  because  of  their  rela¬ 
tions  with  Negroes,  and  for  these  people  social  intercourse  with 
Negroes  off  the  school  grounds  was  generally  dangerous,  because  of 
southern  prejudice.  Then  too,  the  missionary  spirit  of  the  people 
which  precipitated  their  choice  of  work  rather  set  them  apart  from 
the  world.  This  puritanical  aloofness  and  restraint  has  been  left 
somewhat  as  a  moral  heritage  to  our  group.  But  this  standard  has 
become  irksome  and  the  young  Negro  is  rebelling  against  it.  Among 
the  Negroes  there  is  a  growing  group  of  enthusiastic  young  men  and 
women  who  teach  because  they  would  rather  teach  than  do  anything 
else.  They  are  thoroughly  alive ;  they  are  interested  in  social 
affairs  ;  they  love  their  work,  and  when  their  work  is  done  they  want 
amusement  like  other  normal  human  beings.  In  spite  of  these  facts 
the  people  persist  in  their  adherence  to  moth  eaten  theories  about 
a  teacher’s  behavior  which  have  caused  in  many  cases  the  crushing 
of  persons  who  were  full  of  life  into  dull  sexless  beings,  and  in 
other  cases  have  caused  many  spirited  persons  to  flee  from  this 
bondage  into  a  normal  life. 

Judgment  of  a  teacher’s  behavior  is  therefore  peculiar  to  the 
group,  and  generally  it  is  not  measured  by  standards  which  are  ap¬ 
plied  to  other  people.  Student  approval  or  disapproval  of  teachers’ 
conduct  is  merely  an  expression  of  the  reaction  of  the  townspeople 
towards  the  type  of  conduct  under  surveillance,  for  students  are 
steeped  in  the  local  tradition  of  what  is  “becoming  to  a  teacher.” 
So  much  for  the  background.  Let  us  see  what  the  students  think. 

The  students  were  asked  if  they  thought  their  male  and  female 
teachers  were  good  examples  of  manhood  and  womanhood.  Gener¬ 
ally  speaking  it  may  be  said  that  the  freshmen  think  that  their  teach¬ 
ers  both  male  and  female  are  good  examples.  Among  the  male 
students  of  the  freshman  year  there  is  no  variation  between  the 
opinion  of  the  male  teacher  and  the  female  teacher,  for  87  per  cent 
of  the  freshmen  boys  replying  believe  that  the  male  and  female  teach¬ 
ers  are  good  examples  of  womanhood  and  manhood.  In  the  opinion 
of  the  girls  5  per  cent  more  of  the  female  teachers  than  the  male 

teachers  are  good  examples. 


[53] 


The  senior  opinions  vary  considerably.  Of  all  the  male  students 
replying  25  per  cent  think  that  the  male  teachers  are  poor  examples, 
and  15  per  cent  of  the  female  teachers  are  poor  examples.  The  senior 
girls  think  less  of  their  teachers  than  the  senior  boys. 

Of  the  senior  girls  60  per  cent  of  the  senior  girls  replying  believe 
that  their  male  teachers  are  poor  examples,  and  that  thirty  per  cent 
of  their  female  teachers  are  poor  examples.  It  may  be  concluded 
that  the  Negro  students  in  the  colleges  have  a  higher  moral  opinion 
of  their  female  teachers  than  they  have  of  their  male  teachers,  and 
that  the  girls  have  a  better  opinion  of  their  teachers  than  the  boys. 


Table  42 


Opinion  of  Teachers 


FRESHMEN  MEN 

Male  Teachers . 

Replies 

.  211 

Good 

Examples 

183 

Poor 

Examples 

28 

Female  Teachers . 

.  87 

65 

12 

FRESHMEN  WOMEN 

Male  Teachers . 

.  104 

89 

15 

Female  Teachers  . 

.  127 

115 

12 

SENIOR-  MEN 

Male  Teachers  . 

.  75 

56 

19 

Female  Teachers . 

.  31 

17 

14 

SENIOR  WOMEN 

Male  Teachers  . 

.  23 

9 

14 

Female  Teachers . 

.  30 

21 

9 

[54] 


CHAPTER  YI 


FORECASTING 

There  are  many  persons  who  think  that  there  are  too  many  people 
going  to  college.  This  opinion  is  not  common  only  to  those  who  do 
not  see  the  value  of  higher  education,  but  it  is  held  also  by  many 
persons  who  appreciate  the  significance  of  college  training.  It  is 
generally  maintained,  particularly  by  those  who  place  the  proper 
value  on  higher  education,  that  there  are  too  many  persons  in  college, 
because  there  are  not  jobs  enough,  of  the  type  desired  by  college 
graduates,  to  be  distributed  among  the  rapidly  increasing  number 
of  college  graduates.  Education  for  utility  is  unquestionably  a  good 
motive,  but  the  lack  of  utilitarian  opportunities  is  no  justification 
for  keeping  people  ignorant  of  this  higher  life.  In  this  section  of 
the  study  an  attempt  will  be  made  to  determine  the  relation  between 
the  supply  of  college  graduates  and  the  probable  demand  for  their 
services  after  graduation. 

Teachers 

The  increase  in  the  high  school  enrollment  during  the  past  five 
years  has  been  phenomenal.  There  are  at  the  present  time  12,500 
students  in  the  Negro  high  schools  in  the  state. 

For  the  last  five  years  the  Negro  high  school  enrollment  has  shown 
an  average  annual  increase  of  1,800  each  year.  On  the  basis  of  the 
number  of  high  school  teachers  now  employed,  the  number  of  stu¬ 
dents  now  attending,  and  the  probable  increase  it  is  safe  to  forecast 
that  ninety  additional  Negro  high  school  teachers  will  be  needed  in 
September  if  the  same  ratio  between  the  number  of  teachers  and  the 
number  of  students  that  now  prevails  is  to  be  maintained.  The  sur¬ 
vey  showed  that  only  forty-seven  seniors  who  are  expecting  to  gradu¬ 
ate  in  June  from  the  colleges  in  this  state  expect  to  teach.  Forecasting 
on  the  basis  of  the  probable  number  of  freshmen  who  will  graduate 
in  four  years,  it  may  be  concluded  that  only  seventy-three  students 
will  be  trained  to  teach  in  the  high  schools. 

There  are  other  factors  which  may  decrease  the  probable  number 
of  teachers  who  will  serve  as  instructors  in  high  schools.  Two  of 
these  factors  will  be  mentioned.  Some  of  the  college  graduates  will 


[55] 


find  work  in  the  grammar  grades.  Another  factor  which  will  affect 
our  estimate  of  the  number  of  high  school  teachers  is  the  probability 
that  some  of  the  present  seniors  who  wish  to  teach  may  continue  their 
studies  in  order  to  prepare  themselves  to  be  teachers  in  colleges. 
There  are  other  variations  which  we  might  mention,  and  each  one 
would  only  strengthen  our  conclusion. 

Therefore,  on  the  basis  of  the  above  results,  and  in  view  of  the 
fact  that  the  ratio  between  the  number  of  Negro  high  school  teachers 
who  have  received  their  training  outside  the  state,  and  the  number 
of  teachers  who  have  received  their  training  in  North  Carolina  col¬ 
leges  is  4  to  1,  it  is  safe  to  conclude  that  the  number  of  students  in 
the  Negro  colleges  in  North  Carolina  who  desire  to  teach  is  decidedly 
too  small. 

Doctors :  There  are  150,000  medical  doctors  in  the  United  States. 
If  this  number  is  compared  with  the  total  population  of  this  country 
it  will  be  seen  that  there  is  one  medical  doctor  to  every  group  of  704 
inhabitants.  There  are  in  the  state  of  North  Carolina  approximately 
150  Negro  medical  doctors.  By  comparing  the  number  of  Negro 
medical  doctors  in  the  state  with  the  total  Negro  population,  which 
approximates  800,000,  it  will  be  found  that  there  is  one  Negro  medi¬ 
cal  doctor  to  every  group  of  5,333  Negroes.  A  safe  ratio  between  the 
number  of  doctors  and  the  population  is  1  doctor  to  1,000  people. 
One  the  basis  of  this  hypothesis  it  may  be  concluded  that  800  Negro 
medical  doctors  are  necessary  in  this  state  if  the  Negro  is  to  ade¬ 
quately  serve  his  own  people  in  this  profession.  It  remains,  there¬ 
fore,  that  the  number  of  medical  doctors  is  considerably  less  than 
the  satisfactory  number. 

Approximately  six  students  among  the  present  senior  students 
who  were  investigated  will  complete  their  medical  course  in  four 
years,  and  in  eight  years  it  is  safe  to  estimate  that  twelve  students 
among  those  in  the  present  freshman  class  will  begin  the  practice  of 
medicine.  On  the  basis  of  the  number  of  students  who  wish  to  be¬ 
come  medical  doctors,  the  increase  in  the  school  attendance,  and  the 
increase  in  population  it  may  be  reasonably  estimated  that  twenty 
years  will  elapse  before  there  will  be  in  this  state  among  Negroes  a 
ratio  of  one  doctor  to  1,000  people.  It  is  to  be  noted  that  this  con¬ 
clusion  is  valid  only  upon  the  condition  that  the  number  of  students 
in  college  doubles  every  four  years.  This  may  happen  for  the  next 


[56] 


twenty  years,  and  it  may  not.  In  either  case,  however,  it  is  true  that 
there  is  no  danger  of  the  Negro  over-crowding  the  medical  profession. 

Dentists:  The  facts  concerning  the  dentists  are  more  striking 
than  those  concerning  medical  doctors.  In  order  to  have  a  satisfac¬ 
tory  ratio  between  the  number  of  dentists  and  the  population  the 
present  number  of  Negro  dentists  in  North  Carolina  (50)  must  be 
increased  by  270.  From  the  number  of  students  who  wish  to  become 
dentists  it  was  estimated  that  it  will  take  thirty  years  for  the  North 
Carolina  colleges  to  supply  enough  students  who  desire  to  take  den¬ 
tistry  to  secure  a  satisfactory  proportion. 

Ministry:  If  there  is  any  occupation  among  those  common  to 
Negroes  which  should  demand  a  college  education  it  is  the  ministry. 
During  all  the  civilized  times  the  church  has  maintained  a  position 
of  leadership  among  the  people.  This  high  position  has  been  main¬ 
tained  principally  because  the  churchmen  were  men  of  great  learning 
and  culture.  The  people  have  looked  to  them  for  advice  and  guid¬ 
ance.  The  Negro  preachers  in  the  past  were  not  men  of  letters,  but 
they  knew  decidedly  more  than  the  people  to  whom  they  preached. 
Therefore,  they  could  lead.  The  church  must  not  only  keep  pace 
with  the  intellectual  development  of  the  people,  but  it  must  in  a  way 
lead  in  this  development.  A  slight  tendency  to  decline  not  only 
affects  the  immediate  status  of  the  institution,  but  this  decline  cor¬ 
respondingly  decreases  the  interest  of  intellectual  young  people  in 
the  institution.  This  decrease  in  interest  accelerates  the  decline 
of  the  institution  in  the  future.  This  fact  is  shown  by  the  variations 
in  the  proportions  of  the  students  who  wish  to  enter  the  ministry. 

In  four  years  there  will  probably  be  seven  students  graduating 
from  college  in  North  Carolina  who  wish  to  enter  the  ministry.  A 
few  years  ordinarily  will  have  to  be  spent  in  preparation  for  this 
work,  and  it  is  doubtful  whether  this  number  will  remain  as  large 
as  seven  even  though  during  the  college  years  others  may  decide  to 
preach.  Among  the  seniors  13  per  cent  of  the  students  wish  to  enter 
the  ministry.  Among  the  freshmen  it  was  noted  that  only  7  per 
cent  expressed  a  desire  to  enter  the  ministry.  If  this  rate  of  decrease 
continues,  in  four  years  no  student  who  enters  the  freshman  class 

will  choose  the  ministry  as  an  occupation. 

Conclusion:  There  is  no  danger  that  the  tendency  to  emphasize 
certain  professions  will  eventually  cause  an  over-crowding  of  those 
professions,  because  to  a  large  extent  these  choices  are  forced  by 

[57] 


prejudice  and  by  the  economic  and  intellectual  condition  of  the  race. 
Twenty  years  will  reveal  remarkable  changes  and  it  is  reasonable  to 
conclude  that  the  future  relative  increase  in  enrollment  will  not  be 
greater  than  the  relative  increase  in  opportunities  to  enter  different 
occupations. 

It  might  be  thought  by  some  that  it  is  not  necessary  for  North 
Carolina  to  furnish  enough  people  for  the  various  occupations  and 
that  students  from  other  states  would  make  up  the  deficiency  in  this 
state.  If  North  Carolina  is  leading  the  states  in  Negro  education 
and  North  Carolina  is  not  satisfying  its  own  needs  it  cannot  be  ex¬ 
pected  that  lesser  states  could  help  North  Carolina  without  doing 
serious  injury  to  their  own  people. 

It  is  indeed  lamentable  that  commercialism  has  so  permeated  the 
elements  of  life  in  this  country  that  even  a  college  training  should 
have  to  justify  itself  on  the  basis  of  its  utilitarian  value.  After  all 
what  difference  does  it  make  if  most  of  the  things  we  learn  in  college 
will  not  enable  us  to  buy  a  loaf  of  bread  ?  Is  the  end  of  life  the  buy¬ 
ing  of  bread?  To  a  man  who  is  really  educated  this  mental  satis¬ 
faction  of  knowing  something  just  for  the  joy  of  knowing  is  more 
satisfying  to  him  than  material  possessions.  The  sad  truth  is  that 
there  are  not  many  educated  people. 


[58] 


CHAPTER  VII 


TABLES 
Table  43 

Occupations  of  Parents  of  Freshmen 


Students  Students 


Fathers 

M 

F 

T 

Mothers 

M 

F 

T 

1.  Banker . 

1 

1 

Barber . 

. .  1 

1 

2.  Barbers  . 

7 

5 

12 

Bookkeeper . 

. .  1 

1 

3.  Blacksmith  . 

1 

1 

Clerk  . 

. .  1 

1 

4.  Brakeman  . 

1 

1 

Cooks  . 

. .  2 

3 

5 

5.  Brick  Masons  . . . 

9 

5 

14 

Farmers  . 

. .  15 

3 

18 

6.  Business  Men  . . . 

2 

2 

Hair  Dressers . 

. .  5 

1 

6 

7.  Butchers . 

1 

1 

2 

Home  Work  . 

.  .  28 

57 

85 

8.  Butlers  . 

3 

3 

Laundresses  . 

. .  1 

1 

2 

9.  Carpenters . 

13 

6 

19 

Maids  . 

.  .  2 

1 

3 

10.  Chauffeurs . 

2 

2 

Merchants . 

. .  2 

1 

3 

11.  Cleaner . 

1 

1 

Musicians  . 

.  .  2 

2 

12.  Clerks  . 

2 

2 

4 

Nurses . 

.  .  3 

4 

7 

13.  Contractors  . 

8 

4 

12 

Beal  Estate  Agents 

..  1 

1 

14.  Cooks  . 

2 

2 

Seamstresses  . 

..  18 

15 

33 

15.  Custodian  . 

1 

1 

Servants  . 

. .  8 

5 

13 

16.  Dentist . 

1 

1 

Teachers  . 

..  35 

25 

60 

17.  Doctors  . 

6 

2 

8 

Undertaker  . 

. .  1 

1 

18.  Draymen  . 

3 

1 

4 

Welfare  Worker  . . 

..  1 

1 

19.  Driver . 

1 

1 

20.  Druggist  . 

1 

1 

Total . 

.  .127 

116 

243 

21.  Electrician  . 

1 

1 

22.  Engineer  . •. . 

1 

1 

23.  Farmers . 

32 

21 

53 

24.  Firemen . 

3 

1 

4 

25.  Fisherman  . 

1 

1 

26.  Florist  . 

1 

1 

27.  Grocer  . 

1 

1 

28.  Ice  man . 

1 

1 

29.  Insurance  Agent  . 

1 

1 

30.  Janitors  . 

2 

2 

4 

31.  Laborers  . 

17 

19 

36 

32.  Launderer  . 

1 

1 

33.  Mail  Carrier  . . . . 

1 

1 

34.  Mail  Clerks . 

2 

1 

3 

35.  Mechanics  . 

3 

5 

8 

36.  Merchants  . 

2 

4 

6 

[59] 


37.  Metal  Workers  .  . 

1 

1 

38.  Millers  . 

2 

1 

3 

39.  Ministers  . 

28 

16 

44 

40.  Overseer . 

1 

1 

41.  Painter . 

2 

2 

42.  Plasterers  . 

3 

1 

4 

43.  Plumbers  . 

2 

2 

44.  Porters . 

3 

3 

45.  Printers  . 

1 

1 

46.  R.  R.  Porters  .... 

1 

1 

2 

47.  Real  Estate  Agent 

1 

1 

48.  Secretary . 

1 

1 

49.  Shoe  Repairers  . . 

2 

1 

3 

50.  Surveyor  . 

1 

1 

51.  Tailors  . 

5 

3 

8 

52.  Teachers  . 

8 

8 

16 

53.  Undertakers  .... 

2 

1 

3 

54.  Waiter  . 

1 

1 

Total  . 188  124  312 

Table  44 


Occupations  of  Parents  of  Seniors 

Students  Students 


Fathers 

M 

F 

T 

Mothers 

M 

F 

T 

1.  Business  Men  .  . . 

1 

2 

3 

Business  Women  .... 

1 

1 

2 

2.  Banker  . 

1 

1 

Farmers  . 

2 

2 

3.  Barbers  . 

2 

2 

4 

Home  Workers . 

10 

7 

17 

4.  Blacksmiths  .... 

1 

1 

2 

Maid  . 

1 

1 

5.  Brakemen  . 

2 

2 

Manicurist  . 

1 

1 

6.  Brickmasons  .... 

1 

1 

Nurses . 

1 

1 

2 

7.  Carpenters  . 

1 

1 

2 

Real  Estate  Agent  . . 

1 

1 

8.  Chauffeur  . 

1 

1 

Seamstresses  . 

4 

3 

7 

9.  Contractors  . 

2 

2 

Servants  . 

1 

1 

2 

10.  Doctors  . 

2 

4 

6 

Social  Worker  . 

1 

1 

11.  Electrician  . 

1 

1 

Teachers  . 

5 

4 

9 

12.  Farmers  . 

9 

3 

12 

13.  Firemen . 

2 

2 

Total . 

27 

18 

45 

14.  Laborers  . 

4 

3 

7 

15.  Mail  Carrier  .... 

1 

1 

16.  Mechanics  . 

2 

2 

17.  Merchants  . 

2 

2 

4 

18.  Miller  . 

1 

1 

19.  Ministers  . 

13 

3 

16 

20.  Tailor  . 

1 

1 

21.  Teacher  . 

1 

1 

Total .  42  30  72 


[60] 


Table  45 


Occupations  Desired  by  Students 


Freshmen 

M 

F 

T 

Seniors 

M 

F 

1.  Agriculturists  .  .  . 

16 

16 

Artists  . 

1 

2.  Architects  (Art)  . 

4 

2 

6 

Business  . 

11 

3 

3.  Athletic  Director. 

1 

1 

Dentists  . 

7 

1 

4.  Barber  . 

1 

1 

Doctors  . 

12 

5.  Brickmasons  .... 

5 

5 

Farmers  . 

1 

6.  Builders 

J ournalists  . 

2 

1 

(Contractors) 

3 

3 

Lawyers  . 

3 

7.  Business  Men 

Mail  Carriers . 

.  1 

and  Women  . . 

18 

5 

23 

Musician . 

1 

8.  Dramatist  . 

1 

1 

Ministers  . 

.  10 

1 

9.  Dentists  . 

14 

14 

Pharmacist . 

.  1 

10.  Engineers  . 

4 

4 

Real  Estate  Agents. 

.  2 

11.  Doctors  . 

46 

3 

49 

Social  Workers  . . . . 

1 

12.  Journalists  . 

2 

2' 

Stenographer  . 

1 

13.  Lawyers  . 

11 

1 

12 

Teachers  . 

.  24 

23 

14.  Mail  Clerks . 

2 

2 

Undertakers  . 

.  1 

1 

15.  Mechanics  . 

3 

3 

16.  Ministers  . 

15 

15 

Total . 

.  75 

34 

17.  Missionaries  . .  . . 

1 

1 

18.  Musicians  . 

11 

11 

19.  Nurses  . 

5 

5 

20.  Pharmacists  .  .  .  . 

10 

2 

12 

21.  Religious  Worker 

1 

1 

22.  Social  Workers  . 

6 

6 

23.  Teachers  . 

43 

104 

147 

24.  Undertaker  . 

1 

1 

25.  Y.  Workers . 

2 

2 

Total . 

200 

143 

343 

Table  46 

Occupations  of  Persons  Having  Greatest  Influence  Over 

Students 

Freshmen 

M 

F 

T 

Seniors 

M 

F 

Business  . 

6 

6 

Barbers . 

.  1 

County  Agents . 

1 

1 

Blacksmiths  . 

1 

Doctors  . 

9 

4 

13 

Business  . 

.  3 

1 

Dentists  . 

2 

2 

Dentists  . 

.  2 

Farmers  . 

1 

1 

Doctors  . 

.  3 

Hair  Dressers  . 

1 

1 

Farmers  . 

.  1 

Insurance  Agents  . .  . 

2 

1 

3 

Ministers  . 

.  14 

7 

Lawyers  . 

1 

1 

Missionaries . 

1 

Mail  Clerks  . 

2 

2 

No  Person  . 

.  20 

16 

Merchants . 

1 

1 

2 

Seamstresses  . 

.  1 

Ministers  . 

15 

20 

35 

Servants  . 

1 

[61] 


Nurses .  2 

No  Person . 100 

Pharmacists  .  3 

Real  Estate  Agents  . .  2 

Y.  Secretaries  .  1 

Seamstresses  . 

Shoe  Makers  .  1 

Students  .  1 

Teachers  .  61 

U.  S.  Pres .  1 

Undertakers  .  2 


1  3 

50  150 

1  4 

2 

1  2 
1  1 
1 
1 

47  108 

1 

1  3 


Statesmen .  1 

Students  .  1 

Teachers  .  25  6 

Undertakers  .  2 

Merchants .  1 

Pharmacists  .  1 


Total .  75  34 


Total  . 214  129  343 

Table  47 

Church  Affiliations 


Seniors 

Freshmen  M  F  T  M  F 

Baptist  .  75  70  145  20  19 

Catholic  .  2  2 

Christian .  3  3  6  1 

Congregational  .  4  1  5  2 

Episcopal  .  3  3  1  2 

Holiness  .  2  2  1 

Methodist  .  72  55  127  26  9 

Presbyterian  .  33  3  36  22  2 


Total .  191  135  326  71  34 


1 

1 

31 

2 

1 

1 


109 


T 

39 

1 

2 

3 

1 

35 

24 


105 


[62] 


l 


1 


eeks 

FIVE 
en  out 


FOR  USE  ONLY  IN 


THE  NORTH  CAROLINA  COLLECTION 


